“I believed schools should teach children to behave with “preventive discipline” strategies: clarifying expectations, establishing routines and practicing them, speaking with a tone of authority, and building relationships with students. And the most important preventive discipline strategy of all was… — Deborah Kenny Copy Share Image
“Children need long distance, steady, persistent advocates who do the hard, quiet, thankless day-to-day work.” — Deborah Kenny Copy Share Image
“we created the “HOURS” tradition, to teach them how to spend their evening hours at home constructively: the H was for Homework, O for… — Deborah Kenny Copy Share Image
“Education is not about developing products. It’s about developing people.” — Deborah Kenny Copy Share Image
“You hire people you trust completely to do the job. Then you create a culture that enables them to do their best work. That’s… — Deborah Kenny Copy Share Image
“I believed schools should teach children to behave with “preventive discipline” strategies: clarifying expectations, establishing routines and practicing them, speaking with a tone of… — Deborah Kenny Copy Share Image
“A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers… — Deborah Kenny Copy Share Image
“He said the purpose of public education isn’t to serve the public, it’s to make a public. Like Dewey believed, the purpose of public… — Deborah Kenny Copy Share Image
“Imagine a school where students work so intensely that the world outside the essay or problem or experiment before them seems muffled and far… — Deborah Kenny Copy Share Image
“One type of kounaikenshuu is called lesson study: teachers plan one lesson together, observe each other teaching, analyze the outcome, and then refine the… — Deborah Kenny Copy Share Image
“it occurred to me that teachers are the consummate knowledge workers, yet they were being treated like manual workers.” — Deborah Kenny Copy Share Image
“I wanted our teachers to refrain from providing conclusions as starting points, but rather insist that students assemble valid evidence to reach their own… — Deborah Kenny Copy Share Image
