We can't value only what is easy to measure; measurable outcomes may be the least important results of learning.
The value of a book about dealing with children is inversely proportional to the number of times it contains the word behavior.
Some who support [more] coercive strategies assume that children will run wild if they are not controlled. However, the children for whom this is true typically turn out to be those accustomed to being controlled— those who are not trusted, given explanations, encouraged to think for themselves, helped to develop and internalize good values, and so on. Control breeds the need for more control, which is used to justify the use of control.
John Dewey reminded us that the value of what students do 'resides in its connection with a stimulation of greater thoughtfulness, not in the greater strain it imposes.
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