Group items tagged

alary history must die too. And while we’re at it, can we put an end to the equally archaic and bizarre corollary practice of asking people for their salary history during negotiation? How is what someone made in a previous job relevant to the current position? Do we care what snacks they ate in their last job too? Salary history is a great way to ensure that people who are underpaid—again, a lot of women and minorities—remain underpaid. I have a friend who passed by several jobs that would have paid her three times what she is making; because she loves and is loyal to a small organization, she decided to remain there as ED, earning $45,000. When she finally left on good terms, a bigger org asked for her salary history and then offered $49,500 to be its ED, because that’s a “generous 10% increase” from what she was making, even though the industry average for an ED of an organization of that size is about $60,000. That’s effed up. 

When I ask people close to Zuckerberg how, exactly, he has pulled off these achievements, I don’t hear a lot of anecdotes about him swooping in and personally making genius-level decisions that suddenly changed everything. Instead, they praise his inquisitiveness, persistence, ability to deploy resources, and devotion to improving Facebook and himself. He has a knack for carving up grand plans into small, doable victories. "Most of our conversation was about long-term strategy, and then we’d backtrack from there to what we should do over the next month," says Bret Taylor, who worked as Facebook’s CTO from 2009 to 2012 and who was at the company

or all of us who work with him, it’s like, Man, he is so good at improving."

Aim ridiculously high, and focus on where you want to go over the long term.

What the researchers found was that at the beginning of the day, a judge was likely to give a favorable ruling about 65 percent of the time. However, as the morning wore on and the judge became drained from making more and more decisions, the likelihood of a criminal getting a favorable ruling steadily dropped to zero.

It didn’t matter what the crime was — murder, rape, theft, embezzlement — a criminal was much more likely to get a favorable response if their parole hearing was scheduled in the morning (or immediately after a food break) than if it was scheduled near the end of a long session.

As it turns out, your willpower is like a muscle. And similar to the muscles in your body, willpower can get fatigued when you use it over and over again. Every time you make a decision, it’s like doing another rep in the gym. And similar to how your muscles get tired at the end of a workout, the strength of your willpower fades as you make more decisions.

It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.

We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.

learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.

1. "We can do it"

2. "Good job"

3. "That was worth it"

One of the devastating weaknesses of university learning, of the store of knowledge and opinion that has been handed down through academic training, has been its almost total erasure of women’s experience and thought from the curriculum… What you can learn [in college] is how men have perceived and organized their experience, their history, their ideas of social relationships, good and evil, sickness and health, etc. When you read or hear about “great issues,” “major texts,” “the mainstream of Western thought,” you are hearing about what men, above all white men, in their male subjectivity, have decided is important. And yet Rich is careful to counter any misperception that taking

Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work. It means that you do not treat your body as a commodity with which to purchase superficial intimacy or economic security; for our bodies to be treated as objects, our minds are in mortal danger. It means insisting that those to whom you give your friendship and love are able to respect your mind. It means being able to say, with Charlotte Bronte’s Jane Eyre: “I have an inward treasure born with me, which can keep me alive if all the extraneous delights should be withheld or offered only at a price I cannot afford to give.”

Responsibility to yourself means that you don’t fall for shallow and easy solutions