Modified over time with a little help from professional colleagues, Rita & Nancy, the students I have taught, my children Dani and Micah, and my wife, best friend and consummate professional educator Sue.

Programs are people committed to constructive change.

Teaching is a function of attitudinal set and perceptual style.

Teaching is pre-eminently a field of social inter-relationships.

The role of the teacher is to be a raiser of self concepts.

All behavior is purposeful and motivated; everything a person does is behavior.

Behavior is patterned, stable and predictable... when you know the pattern, you raise the probability of predicting successfully.

Decisions should be based on the needs of students. Always ask, "Whose needs are being met?"

Communicated expectations govern behavior.

To teach is to be involved in an ongoing diagnostic procedure.

The presenting self is but the self that has most consistently protected us from fear and hurt...look for the learner underneath.

There is no freedom without discipline.

Discipline is a function of the interest of the activity and the interpersonal relationship.

Learning is a function of task analysis and the depth of the human relationship.

Teaching demands central issue clarity.

If the student isn't learning the teacher isn't teaching.

Reflective teaching demands that the learner be kept perplexed, just short of frustration.

There is no growth without pain.