A Quote by Michael Fullan

In schools the main problem is not the absence of innovations but the presence of too many disconnected... piecemeal, superficially adorned projects... We are over our heads.
The motives of these parents vary, many parents don't like the curriculum being taught to their kids, or are wary of the threat of peer pressure or the presence of drugs or violence lurking in too many of our schools today.
The key to the many is often the one; it is how you regard and talk about the one in that one's absence or presence that communicates to the many how you would regard and talk about them in their presence or absence.
For true peace of mind we must acknowledge whatever fault we live upon, whatever time bomb ticks in our closet, and enjoy our Shangri-la nonetheless. It isn't the absence of the problem; it is how one lives in its presence that matters.
I really don't understand how parents can talk about gay couples' PDA as a problem or a transgender teen's suicide and not the fact that too many of our kids are being murdered in the schools and on the streets.
Some of the projects we've proposed over the years have been refused. But we never do other people's ideas; our ideas come out of our two hearts and our two heads.
We have parts of our system which are overwhelmed by regulation. It wasn't the absence of regulation that was the problem. It was despite the presence of regulation you got huge risks built up.
I've been thinking about something for a long time, and I keep noticing that most human speech-if not all human speech-is made with the outgoing breath. This is the strange thing about presence and absence. When we breath in, our bodies are filled with nutrients and nourishment. Our blood is filled with oxygen, our skin gets flush; our bones get harder-they get compacted. Our muscles get toned and we feel very present when we're breathing in. The problem is, that when we're breathing in, we can't speak. So presence and silence have something to do with each other.
Most of us have become Ecozombies, desensitized, environmental deadheads. On average, society conditions us to spend over 95% of our time and 99.9% of our thinking disconnected from nature. Nature's extreme absence in our lives leaves us abandoned and wanting. We feel we never have enough. We greedily, destructively, consume and, can't stop. Nature's loss in our psyche produces a hurt, hungering, void within us that bullies us into our dilemmas.
Schools shouldn't have to choose between serving a student with special needs or cutting an art class, laying off teachers or using outdated textbooks. But these are the positions that far too many schools have been placed in, and only a meaningful acknowledgment of the problem can begin the process of getting them out.
I want my work to influence public conversation, to turn heads, and to bear witness to this problem that's raging in our cities. If journalism helps me with that, I'll draw on journalism... and I'm not going to worry too much if academics get troubled over that distinction.
There are three types of innovations that affect jobs and capital: empowering innovations, sustaining innovations and efficiency innovations.
I think the problem with schools is not too many incentives but too few. Because of tenure, teachers' unions, and the fact that teachers generally aren't observed in their classrooms, they can do whatever they want in class.
Darkness is the absence of light. Happiness is the absence of pain. Anger is the absence of joy. Jealousy is the absence of confidence. Love is the absence of doubt. Hate is the absence of peace. Fear is the absence of faith. Life is the absence of death.
In many places it is literally not safe physically for youngsters to go to school. And in many schools, and its becoming almost generally true, it is spiritually unsafe to attend public schools. Look back over the history of education to the turn of the century and the beginning of the educational philosophies, pragmatism and humanism were the early ones, and they branched out into a number of other philosophies which have led us now into a circumstance where our schools are producing the problems that we face.
I'd say the main way people get into terrible financial trouble is just to spend too much money relative to their income, and that is an endemic problem in the United States of America, and that's the kind of thing that should be taught about in schools.
Lots of times, our main problem isn't our problem. Our biggest problem is our perspective on our problem.
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