Interesting reading. I use some of the concepts presented everyday in my teaching because the major part of my teaching assignment (instrumental music) is giving ten minute individual lessons. During this time I explain the purpose of the assigned exercises and what they need to demonstrate for quality work. Working with one student at a time that student has my undivided attention which allows us to get to know each other. If a student is struggling, time is taken to review and work the problem spots and another opportunity is given for the student to pass the exercise. At the beginning level students are allowed to progress at their own rate. I encourage them to practice but do not coerce them to progress. The concepts mentioned above are the ones I use and most students succeed in this enviroment. However, not all. This is the part that worries me. Dr. Glasser states that if a student is struggling he should move to a class in which he can be successful. How far down in levels is a child allowed to move? Some students are like electricity, they will follow the path of least resistance (work). Imagine a manager at McDonald's hiring a student who does quality work in math, yet that student has trouble making change. When the manager checks he finds that the quality work in Math 502 only involves the addition and subtraction of numbers whose answers do not exceed double digits. If my school were considering becoming a Quality School I would first check with schools mentioned in the book as having become Quality Schools. During the last ten years did they stay with the quality school concept? What changes and adaptations have they made?

-- Anonymous, January 16, 1999