Professional Learning Communities Quotes

Meaningful learning in a community requires both participation and reification to be present and in interplay. Sharing artifacts without engaging in discussions and activities around them impairs the ability to negotiate the meaning of what is being shared. Interacting without producing artifacts makes learning depend on individual interpretation and memory and can limit its depth, extent, and impact. Both participation and reification are necessary. Sometimes one process may dominate the other, or the two processes may not be well integrated. The challenge of this polarity is for communities to successfully cycle between the two. ~ Etienne Wenger

Too many professional development initiatives are done to teachers - not for, with or by them. ~ Andy Hargreaves

One difference is that individuals living in multilingual communities seem to settle on an optimal cognitive load. The hyperpolyglot possesses a similar patchwork of linguistic proficiencies. Yet he or she exceeds this optimum with a conspicuous consumption of brain power (...) For multilinguals, learning languages is an act of joining society. There's no motive, no separable 'will to plasticity' that's distinct from what it means to be a part of that society. Being a hyperpolyglot means exactly the opposite. The hyperpolyglot's pursuit of many languages may be a bridge to the rest of the world, but it walls him off from his immediate language community. ~ Michael Erard

Education is a bipartisan issue that concern all communities of color and should be first, last and always about the student learning. ~ J. C. Watts

I am a teacher at heart. My goal is to inspire and energize audiences with ideas and possibilities that will challenge them to expand their perceptions of teaching and learning and dare to consider our professional future with optimism and excitement. ~ David Warlick

Learning how to do psychotherapy is a complex process, much of which is transacted in the relationship between the beginning therapists and experienced supervisors. When the beginning therapists encounter problems that are beyond their range of experience, the supervisors usually assist in several ways. First, the supervisors offer an intellectual
framework in which to understand the problem. References to the professional literature are often suggested. Second, the supervisors offer practical, problem-solving help with the strategies of therapy. Third and most important, the supervisors help the less experienced therapists to deal with feelings of their own that have been evoked by the patients. With the support of competent supervisors, the therapists are usually able to master their own troubled feelings and put them in perspective.
This done, the therapists are better able to attend to patients with empathy, and with a confidence in their ability to offer help. ~ Judith Lewis Herman

His sophomore Creative Writing class was as silent as a room full of teenagers could be, only whispering and shuffling a little as they tried to complete their papers. This wasn't one of the "easy A" electives, and he usually got the kids who were serious about the idea of being better writers. Half of them just wanted to get better so they could improve their Pacific Rim hurt/comfort fanfic, but there was nothing wrong with that. Besides, one of them had let slip that a good portion of the class was posting on Archive of Our Own, and he'd spent a few nights with a beer in his hand, learning more about his students. He hadn't read the NC-17 pieces - there were professional limits - and yet he felt he respected them more as writers because he'd seen what they were capable of when they weren't being graded. ~ Seanan McGuire

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. ~ Kurt Squire

Because now mental health disorders have gone "mainstream". And for all the good it's brought people like me who have been given therapy and stuff, there's a lot of bad it's brought too.
Because now people use the phrase OCD to describe minor personality quirks. "Oooh, I like my pens in a line, I'm so OCD."
NO YOU'RE FUCKING NOT.
"Oh my God, I was so nervous about that presentation, I literally had a panic attack."
NO YOU FUCKING DIDN'T.
"I'm so hormonal today. I just feel totally bipolar."
SHUT UP, YOU IGNORANT BUMFACE.
Told you I got angry.
These words – words like OCD and bipolar – are not words to use lightly. And yet now they're everywhere. There are TV programmes that actually pun on them. People smile and use them, proud of themselves for learning them, like they should get a sticker or something. Not realizing that if those words are said to you by a medical health professional, as a diagnosis of something you'll probably have for ever, they're words you don't appreciate being misused every single day by someone who likes to keep their house quite clean.
People actually die of bipolar, you know? They jump in front of trains and tip down bottles of paracetamol and leave letters behind to their devastated families because their bullying brains just won't let them be for five minutes and they can't bear to live with that any more.
People also die of cancer.
You don't hear people going around saying: "Oh my God, my he ~ Holly Bourne

I trained to become a professional Koran singer, from the age of 14 until I was 18. This involved learning Arabic harmony, breathing techniques, all of the things that this entails. And, of course, it involved studying the Koran. ~ Shahin Najafi

If you can sustain your interest in what you're doing, you're an extremely fortunate person. What you see very frequently in people's professional lives, and perhaps in their emotional life as well, is that they lose interest in the third act. You sort of get tired, and indifferent, and, sometimes, defensive. And you kind of lose your capacity for astonishment - and that's a great loss, because the world is a very astonishing place.
What I feel fortunate about is that I'm still astonished, that things still amaze me. And I think that that's the great benefit of being in the arts, where the possibility for learning never disappears, where you basically have to admit you never learn it. ~ Milton Glaser

Loth as one is to agree with CP Snow about almost anything, there are two cultures; and this is rather a problem. (Looking at who pass for public men in these days, one suspects there are now three cultures, in fact, as the professional politician appears to possess neither humane learning nor scientific training. They couldn't possibly commit the manifold and manifest sins against logic that are their stock in trade, were they possessed of either quality.) … Bereft of a liberal education – 'liberal' in the true sense: befitting free men and training men to freedom – our Ever So Eminent Scientists nowadays are most of 'em simply technicians. Very skilled ones, commonly, yet technicians nonetheless. And technicians do get things wrong sometimes: a point that need hardly be laboured in the centenary year of the loss of RMS Titanic. Worse far is what the century of totalitarianism just past makes evident: technicians are fatefully and fatally easily led to totalitarian mindsets and totalitarian collaboration. … Aristotle was only the first of many to observe that men do not become dictators to keep warm: that there is a level at which power, influence, is interchangeable with money. Have enough of the one and you don't want the other; indeed, you will find that you have the other. And of course, in a world of Eminent Scientists who are mere Technicians at heart, pig-ignorant of liberal (in the Classical sense) ideas, ideals, and even instincts, there is exerted upon them a force ~ G.M.W. Wemyss

Technology Coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise. ~ Jo Williamson

A learning experience for sure. You're always learning in this business. How to work with people and how to handle your band on a professional level. How to stick up for your band and do what you think is the right thing and to know when to let things happen against what you think is best. It's challenging but it's been a good thing for us, no doubt. ~ Sherri DuPree

Schools in which students and teachers relate as partners-where Rosenberg's Nonviolent Communication is part of every interaction are communities of learning, rather than top-down, impersonal factories. Young people begin to see school as a safe and exciting place of exploration where they can share feelings and ideas, and where each child is recognized, valued and nurtured. ~ Riane Eisler

No one had more impact on my career than Gil Hodges. Playing for him was a
learning experience, and he was a tower of strength. Not everbody liked him, but
everybody respected him. He went about his job in a very professional manner,
and it caused me to do the same with my job. ~ Tom Seaver

One of our key strategies has been to restructure traditional high schools into small learning communities with personalized attention and a range of options. ~ Thomas Menino

Effective networkers know how to make a positive first impression. They understand their environment and know want is acceptable and unacceptable conversation and attire. They know how to get people to talk about themselves, their business, their desires and dreams. They know how to tell who they are and what they do in twenty-five words or less, in a way that draws questions out of others. There is nothing more annoying than someone who just talks about themselves and shows little interest in others. Networkers are effective listeners and continually learning about the nuances of their communities and the leaders who serve them. ~ Gary Rohrmayer

If I speak in the tongues of Reformers and of professional theologians, and I have not personal faith in Christ, my theology is nothing but the noisy beating of a snare drum. And if I have analytic powers and the gift of creating coherent conceptual systems of theology, so as to remove liberal objections, and have not personal hope in God, I am nothing. And if I give myself to resolving the debate between supra and infralapsarianism, and to defending inerrancy, and to learning the Westminster Catechism, yea, even the larger one, so as to recite it by heart backwards and forwards, and have not love, I have gained nothing. ~ Kevin J. Vanhoozer

In America, the average person will spend 90,000 hours at work, or about a quarter of his or her adult life. Job satisfaction, then, can have an enormous influence on quality of life. ~ Oran Tkatchov, Proactive Professional Learning: Creating Conditions For Individual And Organizationa

I'm still a researcher. The best way to explain it is that I trusted myself deeply as a professional, but I did not have a lot of self-trust personally. When I started learning all of these things about the value and the importance of belonging, vulnerability, connection, self-kindness and self-compassion, I trusted what I was learning - again, I know I'm a good researcher. When those things and wholeheartedness started to emerge with all these different properties, I knew I had to listen. I'd heard these messages before personally but I didn't trust myself there. ~ Brene Brown

Most professional beliefs, especially Christian religious beliefs, are taught through formal, usually verbal, instruction. Such formal instruction may be devoid of personal experience to match the verbal teaching. . . Just as the instruction is verbal, the learner's profession of the belief is verbal. ~ Donovan L. Graham

discover that the quality of our relationships with our teachers, families, friends, and communities is as important to learning as the curriculum, testing, and technologies which usually occupy our attention. ~ Louis Cozolino

The more power they have over your emotions, the less likely you'll trust your own reality and the truth about the abuse you're enduring. Knowing the manipulative tactics and how they work to erode your sense of self can arm you with the knowledge of what you're facing and at the very least, develop a plan to retain control over your own life and away from toxic people. . . . Taking back our control and power . . . means seeking validating professional help for the abuse we've suffered, detaching from these people in our lives, learning more about the techniques of abusers, finding support networks, sharing our story to raise awareness, and finding appropriate healing modalities that can enable us to transcend and thrive after their abuse. ~ Shahida Arabi

I would have taken the time to learn how to listen earlier. Learning about non-violent communication and how to take feedback has been integral to both my personal happiness and professional success. ~ Dale J. Stephens

Most important of all: in our anxiety to "improve" the world and insure "progress" we have permitted our schools to become laboratories for social and economic change according to the predilections of the professional educators. We have forgotten that the proper function of the school is to transmit the cultural heritage of one generation to the next generation, and to so train the minds of the new generation as to make them capable of absorbing ancient learning and applying it to the problem of its own day. The ~ Barry M. Goldwater

response to intervention (RTI) is our best hope to provide every child with the additional time and support needed to learn at high levels. RTI's underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need. To achieve this goal, we remain equally convinced that the only way for an organization to successfully implement RTI practices is within the professional learning community (PLC) model. ~ Austin Buffum

In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we've channeled that joy (or pain) into our own unique philosophies on life and learning and we're always looking for an opportunity to share them - with each other, our students, parents, or in our communities. ~ Tucker Elliot

My biggest thing is, I'm learning what it's like to carry myself in a personal way and also a professional way: how I can be a leader and do multitasking. ~ Genevieve Padalecki

Practice is a shared history of learning. Practice is conversational. 'Communities of Practice' are groups of people who share a concern (domain) or a passion for something they do and learn how to do it better (practice) as they interact regularly (community). ~ Etienne Wenger

There are three qualities that make someone a true professional. These are the ability to work unsupervised, the ability to certify the completion of a job or task and, finally, the ability to behave with integrity at all times. ~ Subroto Bagchi

Every step along the way,
will help you master the skills you need to succeed.
So, don't worry about the delays,
focus on learning everything you can
to get at the top and shine like a star. ~ Linda Alfiori

Remember that a little learning can be a pleasant thing. Italy gives much, in beauty, gaiety, diversity of arts and landscapes, good humor and energy - willingly, without having to be coaxed or courted. Paradoxically, she requires (as do other countries, probably more so) and deserves some preparation as background to enhance her pleasures. It is almost impossible to read a total history of Italy; there was no united country until a hundred years ago, no single line of power, no concerted developments. It is useful, however, to know something about what made Siena run and stop, to become acquainted with the Estes and the Gonzagas, the Medicis and the Borgias, the names that were the local history. It helps to know something about the conflicts of the medieval church with the Holy Roman Empire, of the French, Spanish and early German kings who marked out large chunks of Italy for themselves or were invited to invade by a nervous Italian power. Above all, it helps to turn the pages of a few art and architecture books to become reacquainted with names other those of the luminous giants.

The informed visitors will not allow himself to be cowed by the deluge of art. See what interests or attracts you; there is no Italian Secret Service that reports on whether you have seen everything. If you try to see it all except as a possible professional task, you may come to resist it all. Relax, know what you like and don't like - not the worst of measures - and let the rest go. ~ Kate Simon

Most organizations should be pro-active, but philanthropists concerned with poverty should deliberately be reactive, learning from the efforts of ordinary folks who tired of looking the other way as their communities fell apart. ~ Marvin Olasky

Becoming an artist does not merely mean learning something, acquiring professional techniques and methods. Indeed, as someone has said, in order to write well you have to forget the grammar. ~ Andrei Tarkovsky