A Quote by James Forman, Jr.

Actually creating a positive school climate, particularly in schools that are in communities that are themselves not calm and orderly, is hard work. — © James Forman, Jr.
Actually creating a positive school climate, particularly in schools that are in communities that are themselves not calm and orderly, is hard work.
There is no place in contemporary Karate-do for different schools. Some instructors, I know, claim to have invented new and unusual kata, and so they arrogate to themselves the right to be called founders of "schools". Indeed, I have heard myself and my colleagues referred to as the Shoto-kan school, but I strongly object to this attempt at classification. My belief is that all these "schools" should be amalgamated into one so that Karate-do may pursue and orderly and useful progress into man's future.
We have to have a planet to pass on to the next generation, and these issues of climate change and climate justice and the disproportionate burdens that communities of color actually bear from our damaging climate is a huge issue.
There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.
I'm about creating positive change in the communities that I come from.
All the lawyers and the business stuff is work, but actually creating stuff isn't work. It's good effort. It's hard work. But, it's not work. It doesn't feel like work because the result is very rewarding.
At school, I had to work really hard to get a D in maths. And I wasn't slacking off; I actually did work quite hard.
My vision is that schools need to be community centers. Schools need to be open 12, 13, 14 hours a day six, seven days a week, 12 months out of the year, with a whole host of activities, particularly in disadvantaged communities.
The president wants more tax money in Washington. I want more money left in the communities, particularly poor communities, particularly communities that have high unemployment.
When people come to me saying they want to kill themselves, I tell them, "What’s your rush? You can kill yourself any time you like. So calm down. Suicide is a positive act." And they do calm down.
Parents who've not had an education themselves find it hard to explain to their children what a decent education involves, and I completely understand that. Parents themselves need to be educated by schools about what sort of education they should expect for their children. I do think there's a heavy responsibility of the school.
I did one year of school and I was doing correspondence school, which was actually another happy accident. Correspondence school is basically home school, but you teach yourself instead of your parents teaching you. I found that to be one of the most important things in my life is that I learned how to teach myself things. I feel like that's something that schools should actually teach.
The anarchist philosophy is that the new social order is to be built up by groupings of men together in communities - whether in communities of work or communities of culture or communities of artists - but in communities.
While the American people have the impression that scientists are hard at work figuring out this complex matter of climate change, it's not actually that complicated.
I don't know if you've been in any inner-city schools, but it's pretty demoralizing. The kids come to class bright-eyed, enthusiastic - entering first grade really looking forward to school. By the fourth grade they're just completely turned off, and by the time they enter high school, they see little relationship between school and employment. It's bad enough you have incompetent teachers and schools that are poorly run, understaffed, and lack material resources. It's even worse when the kids themselves don't feel they have any stake in school.
Designing Online Communities is a must-have for anyone designing or researching online communities, particularly for learning. Owens' work is both comprehensive and eminently readable, a sweeping look at the technologies, design patterns, and cultural forms they produce that is both theoretically ambitious and grounded in examples and tools that will help you develop, research, and manage online communities.
About half my work in education is U.S. political reform around school districts and charter schools, and creating more room for entrepreneurial organizations to develop. And about half on technology, which I look at as a global platform.
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