“My obligation is to focus on the priorities of classroom instruction, parental involvement and student safety, targeting student performance and eliminating unnecessary administrative costs.”

Hometown Annapolis - County Executive Leopold's FY08 Budget Address http://www.hometownannapolis.com/cgi-bin/read/2007/05_02-02/TOP

Adopted from Wikiquote. Last update June 3, 2021. History

Help us to complete the source, original and additional information

Do you have more details about the quote "My obligation is to focus on the priorities of classroom instruction, parental involvement and student safety, targetin…" by John R. Leopold?
John R. Leopold photo
John R. Leopold 3
politician 1943

Related quotes

Tawakkol Karman photo

“Students’ role doesn’t end in the classroom. Student-led movements have always been a part in changing history and fulfilling peoples’ dreams of achieving freedom and dignity”

Tawakkol Karman (1979) Yemeni journalist, politician, human rights activist, and Nobel Peace Prize recipient

interview after her speech
2010s, Nobel Prize winner highlights women’s role in Arab Spring (2011)

Henry Adams photo
Richard Rodríguez photo

“A primary reason for my success in the classroom was that I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Ernesto Che Guevara photo
Alvin Toffler photo

“By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education.”

Alvin Toffler (1928–2016) American writer

Future Shock (1970), ch. 18
Source: Powershift: Knowledge, Wealth, and Power at the Edge of the 21st Century

“In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.

“The pressure to give A grades is intense. It comes from the students and increasingly from their parents as well.”

Jon Appleton (1939) American composer

"The Decline of Academic Freedom at Dartmouth College", 20 October 2005.
Letter published in "Appleton Leaves Dartmouth", 2005

Mark Ames photo

“At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame.”

Mark Ames (1965) American writer and journalist

Part V: More Rage. More Rage., page 191.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: One reason why our society has failed to curb bullying is that we like bullies. Hell, we are bullies. Research has shown that bullies are not the anti-social misfits that adults, in their forced amnesia, want them to be. Rather, bullies are usually the most popular boys, second only on the clique-ranking to those described as friendly, outgoing, and self-confident. The Santana High kids and parents both felt that there was no point in complaining to the administration because they wouldn't have done anything anyway, a reflection of the fact that popular winners are treated better than losers. At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame.

Related topics