# data[].attributes.body
"They are always ways to make learning less confusing. All learners have difficulty, as educators we have to help how to get students unstuck when stuck." - we have to provide a better learning environment for the students to experiment.

" Following directions don't build dendrites"

"Too much cortisol in the prefrontal cortex and the brain starts to shut down and no education is happening"

# data[].attributes.body
“We have to reimagine our relationships with children…Learning partnerships…how will you be in alliance.”

“We are talking about how a child’s brain is wired.”

“You can literally grow your understanding when you allow them to use inquiry.”

“They also need something fundamental.  They need feedback.  Where are the feedback loops”

# data[].attributes.body
"Feedback is timely actionable and its an assessment for learning not of learning"

"inquiry is the great cognitive equalizer curiosity over compliance... in an environment where it's okay to have a little chaos"

"Inquiry requires a feedback loop, I tried something, did it work and if it didn’t what do I Need to tweak"

"Your brain is wired to take in the world through a particular cultural lens"

# data[].attributes.body
-too much cortisol and the prefrontal cortex of the brain starts to shut down, and no learning is happening.

-all learners get stuck, just independent learners don't freak out about it, and they have a strategy or two to get unstuck

-remind ourselves that we have ways to make learning less confusing way to make learning make sense, that is the hallmark of an independent learner.

# data[].attributes.body
“Errors are information, not confirmation of low intelligence.”

“Hallmark of a collectivist culture is opportunity to talk to stimulate thinking”

“We will get equity when we allow children to inquire when we create spaces that will stimulate their brains.”

# data[].attributes.body
10:04- "The kid doesn't need a pep talk, it's that internal
conversation that we need to support the child to see that they can do what is in front of them that they can try new things that they can learn"

7:16- "only the learner learns; the learner has to believe he or she can [learn]"

9:39- "grit isn't what they need what they need is the support of the environment that allows them to grow into their confidence"

# data[].attributes.body
"the learner has to believe he or she can....that they are capable of doing it"

"being able to make sure that students really understand their effort is going to move them forward"

"they don't need grit, they need the support of the environment to grow into their confidence"

# data[].attributes.body
“The student has to believe he is capable of doing it”

“What the child is saying to himself - I belong to this academic community”

“What’s important about the term is not the cultural part, but the responsive part”

“Competence precedes confidence”

Let the student feel that their effort is leading to results - "they don't need a pep talk"

“Not gimmicks but gadgets”

“Children grow into the intellectual life around them”

“Not always teacher directed”

“Students have routine and they can regulate themselves as learners”

“The gift of independence”

“Give the kid a library card and let them wander around in the stacks”

# data[].attributes.body
"When will children get the opportunity to ask questions or debate?"

"We learn better when we are talking to each other... The opportunity to talk stimulates thinking"

"Errors are information, not confirmation of low intelligence"