#2. "Not surprising. In our society, schools teach us early on to be quiet and listen to others, to take notes on what others say, to study hard, and to do well on the test." (pg. 3)

#3. The Tarnished Idealist!
"We all hope to be that special teacher, the one students remember and talk about long after they graduate. But too often, idealistic goals give way to survival—simply making it through from one day to the next. New teachers find themselves judged on their ability to maintain a quiet, orderly room." (pg. 6)

#2. "How often do you listen to misogynist rap lyrics, combative talk radio, rude television commentators; laugh (even uncomfortably) at a racist joke; or witness road rage unfold before your eyes? Disrespectful behavior in our society has become commonplace...This means [we need to be] honoring people with different ideas, different cultures, and different belief systems...In an ever-shrinking world, the lack of respectful minds can have dire consequences." (pg. 29)

#3. "Constant references to gender lead children to believe that teachers are intentionally signaling important differences between boys and girls. But are these differences significant, or are they stereotypes?" (pg. 35)

#2. "Although schools were ordered to desegregate in the 1954 Brown decision, since the 1980s, schools have been resegregating. Since the 1990s, the segregation of students of every racial group has increased." (pg. 68)

#3. Multiple Intelligence Connection
"Let students explore their interpersonal intelligence. Have them identify four individuals in their circle of friends and acquaintances. Where do their friends stand on the issue of multiculturalism?" (pg. 69) 

#2. "Being an adolescent is a full-time job, an all-out war against the appearance of awkwardness. No one is more attentive to nuance than a seventeen-year-old … When a kid in my class came to school one day in a funny-looking pair of shoes that one of his friends eventually laughed at, I could see by his face that he was thinking, “well, that does it, there goes the rest of my life." (pg. 96) 

#3. "Are you surprised to learn that nationwide only about 80 percent of students graduate from high school? Every day 7,000 or more students give up on school, resulting in more than 1 million American high school students who drop out every year. Racial, ethnic, and gender patterns offer an even more disturbing picture of educational attainment. And not surprisingly, dropouts reflect challenges faced by other disadvantaged groups, including English language learners, students with special needs, and those from low-income backgrounds." (pg. 103)

#2. Progressive Education
"This model of education assumes that students learn best when their learning follows their interests. Progressivists believe that knowledge is not an inert body of facts to be committed to memory; rather, it consists of experiences that should be used to help solve present problems." (pg. 127)

#3. "In Sex in Education (1873), Dr. Edward Clarke, a member of Harvard’s medical faculty, argued that women attending high school and college were at risk because the blood destined for the development and health of their ovaries would be redirected to their brains. The stress of study was no laughing matter. Too much education would leave women with “monstrous brains and puny bodies … flowing thought and constipated bowels.” Clarke recommended that females be provided with a less demanding education, easier courses, no competition, and “rest” periods so that their reproductive organs could develop. He maintained that allowing girls to attend such places as Harvard would pose a serious health threat to the women themselves, with sterility and hysteria potential outcomes." (pg. 140)

#2. "In much of the West, society’s needs dictate educational practices, with statewide standards, national goals, and high-stakes testing. In the rest of the world, that is to say, in most of the world, the child’s education is primarily a concern of the family, not the society. A child’s vocational interests, for example, might mirror the occupation of a parent or be built around the unique interest or talent of the child, rather than respond to the broader employment market or societal priorities. Family and community are foremost; the nation is a weaker influence." (pg. 172)

#3. "Aristotle promoted the doctrine of the Golden Mean, or the notion that virtue lies in a middle ground between two extremes. Courage, for example, is bordered on the one side by cowardice and on the other side by foolhardiness." (pg. 173) 

#2. "We have become a nation that places a lower priority on teaching its children how to thrive socially, intellectually, even spiritually, than it does on training them to consume. The long-term consequences of this development are ominous." (pg. 192)

#3. "Most school board members are … white, male, and middle or upper class." (pg. 198)

#2. "Not too long ago, school districts regularly considered marital and parenthood status in employment decisions. For women these were critical factors in being offered a job, and the “right” answer was: “No, I am not going to get married or have children.” For male candidates, the question was less important and rarely asked." (pg. 214)

#3. "Cheating in school has become easier; cell phones and smart watches, along with other sophisticated (and tiny) gadgets, are today’s cheat sheets, and the World Wide Web is a powerful temptation at home. The Internet has made it easy for students to cut and paste their way to a term paper, downloading a few sentences or even entire essays before weaving them into their papers—without crediting the original sources." (pg. 234)

#2. "We should simply accept that school isn’t actually about efficient teaching; it’s about free all-day babysitting while parents work.” (pg. 247)

#3. "Recently, the focus of teacher evaluation has started to shift toward classroom performance. Teacher evaluations and salaries were linked to student test scores." (pg. 269)

#2. "The Common Core is intended to bring more rigor to the curriculum, and reflect a national consensus on what all American students should learn." (pg. 288)

#3. "Perhaps the biggest technological classroom problem is smartphone distraction." 
(pg. 301)

#2. "To question well is to teach well. In the skillful use of the question more than anything else lies the fine art of teaching; for in it we have the guide to clear and vivid ideas, and the quick spur to imagination, the stimulus to thought, the incentive to action." (pg. 317) 

#3. "This vision of deep teaching highlights the social nature of learning and of the classroom." (pg. 337)