Quotes by: William Glasser
Glasser at the 2009 Evolution of Psychotherapy Conference
May 11, 1925|
||August 23, 2013
Los Angeles, California
||United States of America
||California State University, Northridge
William Glasser Institute
Institute for Reality Therapy
||Case Western Reserve University
University of California, Los Angeles
||developed reality therapy and choice theory
||Doctor of Humane Letters, Honoris Causa, University of San Francisco, American Counseling Association Professional Development Award, American Psychotherapy Association Master Therapist
If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.
Told that the passing grade is a B or competence and that we will help you to get there, students do competent work. The lowest passing grade in the real world is competence. Why do schools accept so much less?
Caring for but never trying to own may be a further way to define friendship.
If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.
We almost always have choices, and the better the choice, the more we will be in control of our lives.
In a Glasser Quality School there is no such thing as a closed book test. Students are told to get out their notes and open their books. There is no such thing as being forbidden to ask the teacher or another student for help.
Prior to being allowed to enter the profession, prospective teachers should be asked to talk with a group of friendly students for at least half an hour and be able to engage them in an interesting conversation about any subject the prospective teacher wants to talk about.
Running a school where the students all succeed, even if some students have to help others to make the grade, is good preparation for democracy.
Using no control and using humor will build a relationship and make a dent to where the client puts the counselor in their quality world and then begins to relate and seek out the counselor. Effective therapy begins with the acceptance of the therapist into the client's quality world.
To counter the avoidance of intellectual challenge and responsibility, we must reduce the domination of certainty in education.
We may be up against a stone wall, but we don't have to bloody our heads against it unless we choose to.
Sex is on the minds of most people, especially those who shouldn't be having it.
What happened in the past that was painful has a great deal to do with what we are today, but revisiting this painful past can contribute little or nothing to what we need to do now.
No human being will work hard at anything unless they believe that they are working for competence.
To be depressed or neurotic is passive. It happened to us; we are its victim, and we have no control over it.
When we label anyone 'bad', we will have more trouble dealing with him than if we could have settled for a lesser label.
Too many of us fail to fulfill our needs because we say no rather than yes, or perhaps later in life, yes when we should say no.
I think it is totally wrong and terribly harmful if education is defined as acquiring knowledge.
I think education is both using and improving knowledge and that changes the whole picture.
Don't marry someone you would not be friends with if there was no sex between you.
They have this big book called the 'DSM-IV,' you know, that is supposedly written about crazy people, but I think it is a book that is written by crazy people!
What students lack in school is an intellectual relationship or conversation with the teacher.