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1.Why not have a dedicated half hour at the end of every school day in every primary school devoted to the simple enjoyment of reading and writing.2. Regular visits from storytellers, theatre groups, poets, writers of fiction and non-fiction, and librarians from the local library.3. Inviting fathers and grandfathers, mothers and grandmothers into school to tell and read stories, to listen to children reading, one to one. The work of organisations such at Volunteer Reading Help and Reading Matters are already doing great thing to help young people and schools.4. Ensuring that the enjoyment of literature takes precedence, particularly in the early years, over the learning of the rules of literacy, important though they are.  Children have to be motivated to want to learn to read. Reading must not be taught simply as a school exercise.5.  Parents, fathers in particular, and teachers, might be encouraged to attend book groups themselves, in or out of the school, without children, so that they can develop a love of reading for themselves, which they can then pass on to the children.6. Teacher training should always include modules dedicated to developing the teachers' own appreciation of literature, so that when they come to read to the children or to recommend a book, it is meant, and the children know it. To use books simply as a teacher's tool is unlikely to convince many children that books are for them, particularly those that are failing already, many of whom will be boys.7.  The library in any school should have a dedicated librarian or teacher/librarian, be well resourced, and welcoming, the heart of every school.  Access to books and the encouragement of the habit of reading: these two things are the first and most necessary steps in education and librarians, teachers and parents all over the country know it. It is our children's right and it is also our best hope and their best hope for the future.

I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.

the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be

having it all, at least for me, depended almost entirely on what type of job I had.

having it all was not possible in many types of jobs, including high government office—at least not for very long.

“Having control over your schedule is the only way that women who want to have a career and a family can make it work.”

Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.

“leaving to spend time with your family” is a euphemism for being fired.

Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.

it cannot change unless top women speak out.

Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.

many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.

there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.

But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.

women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.

The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:

Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.

We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.

These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure

A simple measure is how many women in top positions have children compared with their male colleagues.

Every male Supreme Court justice has a family. Two of the three female justices are single with no children.

women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.

“You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.

“Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”

I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.

assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.

I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.

To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.

It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?

Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.

having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient

Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.

Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.

But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.

You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.

If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.

I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.

Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.

Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.

Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.

The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”

Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.

One of the best ways to move social norms in this direction is to choose and celebrate different role models.

If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.

Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.

It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.

when my entire purpose is to make family references routine and normal in professional life.

This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.

Seeking out a more balanced life is not a women’s issue; balance would be better for us all.

Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.

In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.

Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.

What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.

The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.

Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.

In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.

“We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”

“Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.

the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.

Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.

women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.

These women are extraordinary role models.

Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”

“Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”

But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.

If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.

We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.

But when we do, we will stop talking about whether women can have it all.

Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.

The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.

Once students have worked together, the question must become, What can they create?

But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking

Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.

We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.

Tech is tech no matter what it does. It's innovative in its nature.

We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".

What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".

I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.

students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.

First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.

Ideally, we should envision a future where authorities engage teachers in conversations before buying.

Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.