A Quote by Seymour Papert
I tell adults about the experiences of more than a hundred teachers I've interviewed. They tell me that allowing the child to help them learn helped them become better teachers. That's because they no longer had to pretend they were the experts - not only about computers but about other things.
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I'd listened to my colleagues in the teachers' lunchroom. I could tell they were passionate, fired-up people who had great ideas for strategies and projects to help kids learn better. They just didn't have the resources. I was frustrated, but I also knew it was a frustration felt by teachers all over the city.
It's incredible when women tell me that they've read things that I've said or have been inspired by things that I've done. To hear them say that because of something I did, they felt more positive about themselves and or had more of a voice to stand up for things that were right. It's been empowering for me to be able to help other women feel that way about themselves.
Some of us are taught to ask for help. Some of us don't feel comfortable asking for help. Some of us will get into trouble because we don't want to share things with adults - maybe because we're used to getting in trouble. I have two daughters, and they're very different from each other. One will tell me everything. The other barely tells me anything at all. Who do I worry about the most? I worry about the quiet one. But it's something I wish I had had when I was a child, that feeling of having someone I could ask for help.
Sport was an integral part of school life. The most influential teachers were not necessarily the PE teachers, but the teachers who helped me in sport because they had an understanding of what you were going through.
The one concession I've made as I've gotten older is that my children are now adults and they're in their twenties and thirties and so I'm careful about how I write about them. I may write about them as a child, but I'm not going to write about their current struggles because they're adults and they can do it for themselves. I want to give them some space in a way I didn't when they were younger.
The positive thing about collaborating is that I cannot get distracted by coding work, because I cannot waste the other collaborator's time in the same way as I can my own. And it's always good to learn how the other person works, learn about techniques, learn social things like: how do you communicate with another person? The music I make with other people I'm much more confident about, I'm a little bit less judgemental of the outcome than with my own stuff because I know it's not only me, it's a more outside of me. Sometimes I even like them better than my own tracks.
My teachers used to tell me all the time, 'One day you're going to be famous. Make sure you come back; don't forget about me when you make it.' People would tell me - like, teachers with their masters' degrees.
The great thing about baseball is when you're done, you'll only tell your grandchildren the good things. If they ask me about 1989, I'll tell them I had amnesia.
It's terrifying to think about all things that were awful for you. But for me, sharing all of them was so satisfying, because people read them and get to go, "Oh, okay, I don't have to feel so shitty about that," or maybe even, "Why was I feeling so shitty about that? I should own that and learn from that." Those are the sorts of stories I want to tell.
Adults have been brainwashed into thinking that they can't really learn about computers without being taught, so it's more difficult for them to feel comfortable with a computer. Deep down, I think they're afraid of learning about computers.
Teachers all over the nation are doing the job they are asked to do, but one they are not really prepared to do. To teach volleyball as a physical activity that is also a positive experience. If you care about volleyball, help these teachers have fun and learn more of this great game. Teach the teachers.
Although my parents have never been the kind to hint around about grandchildren, I can think of no better tribute to them than giving them some.... I can't help thinking that the cycle is not complete until I can introduce them to a child of their child. And I can think of no better comfort when they are gone than to know that something of them lives on, not only in me but in my children.
To a student: Dear Miss - I have read about sixteen pages of your manuscript . . . I suffered exactly the same treatment at the hands of my teachers who disliked me for my independence and passed over me when they wanted assistants. . . . Keep your manuscript for your sons and daughters, in order that they may derive consolation from it and not give a damn for what their teachers tell them or think of them. . . . There is too much education altogether.
I rang the bell and she opened the door, dried her hands, and said heartily: 'Hello, stranger. I was just saying to Cliff only tonight, it's about time you showed up around here.' I wanted to detach him from her, but first I had to sit through about ten minutes of her. She was my sister, but you don't tell women things like I wanted to tell him. I don't know why, but you don't. You tell them the things you have under control; the things that you're frightened of, you tell other men if you tell anyone.
I had some great music teachers who were men, but I think there's something about having these master teachers who were women in my life. That's very meaningful to me and you see it in my work. I write a lot about matriarchs and the pain of it, the beauty of it, the burden of it, the love of it.
I ended up dropping out of high school. I'm a high school dropout, which I'm not proud to say, ... I had some teachers that I still think of fondly and were amazing to me. But I had other teachers who said, 'You know what? This dream of yours is a hobby. When are you going to give it up?' I had teachers who I could tell didn't want to be there. And I just couldn't get inspired by someone who didn't want to be there
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