their questions QUOTES

2 " Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists -
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. "

― Carl Sagan , The Demon-Haunted World: Science as a Candle in the Dark

4 " Work hard at keeping in tune with the way your children think. Your efforts may not always bring the desired result, but we must do our part. Keep close contact with them. Teach them with regularity, both by word and by deed. Love them and let them know you care for them because of who they are and not for anything else. Answer their questions with candor and thoughtfulness. Do not ignore their struggles. Deal with their difficulties, and spare them a cynical attitude. Stay tuned in to their struggles. Most of us learn the hard way that our children were in a very different world in their own thoughts than we realized. "

― Ravi Zacharias , I, Isaac, Take Thee, Rebekah: Moving from Romance to Lasting Love

6 " Teachers should not fear going off plan if a better learning opportunity presents itself. Plans are plans, but children are living, breathing, creative people, who deserve to have their questions answered and original ideas explored. "

― Adele Devine , Literacy for Visual Learners: Teaching Children with Learning Differences to Read, Write, Communicate and Create

8 " 13 Simple Ways to Deliver Service Beyond Self1. Make it Easy for People to Do Business with You.2. Be an Awesome, Sincere Listener. 3. Listen to Customers’ Words and tone of voice, body language, and how they feel. Ask questions, listen, and meet them on their level. Explain, guide, educate, assist and do what is necessary to help them get the information they need to fully understand regarding their question or issue.4. Show Enthusiasm. Greet customers with genuine interest. Give them your best. Think, act, and talk with positive enthusiasm and you will attract positive results. Your attitude is contagious!5. Identify and Anticipate Needs. Most customer needs are more emotional rather than logical. 6. Under Promise & Over Deliver. Apply the principle of “Service Beyond Self” . . . give more than expected. Meet and exceed their expectations. If you can’t serve their needs, connect them with whoever can. 7. Make them Feel Important.Our deepest desire is to feel important. People rarely care how much you know until they know how much you care. Use their names, find ways to compliment them—and be sincere. 8. Take Responsibility for their Satisfaction.Do whatever is necessary to help them solve their problems. Let them know that if they can’t find answers to their questions to come back to you for help.9. Treat your TEAM well. Fellow colleagues are your internal customers and need a regular dose of appreciation. Thank them and find ways to let them know how important they are. Treat your colleagues with respect; chances are they will have a higher regard for customers. 10. Choose an Attitude of Gratitude. Gratitude changes your perspective and helps you appreciate the good rather than simply taking it for granted.11. Perform, Provide and Follow-Up.Always perform or provide your service in a spirit of excellence and integrity. If you say you’re going to do something—DO IT! There is tremendous value in being a resource for your customer. If you can help them to succeed, they are more likely to help you succeed. 12. Use Gracious Words. " Thank you, thank you very much. "

10 " At a small dinner with other business executives, the guest of honor spoke the entire time without taking a breath. This meant that the only way to ask a question or make an observation was to interrupt. Three or four men jumped in, and the guest politely answered their questions before resuming his lecture. At one point, I tried to add something to the conversation and he barked, " Let me finish! You people are not good at listening!" Eventually, a few more men interjected and he allowed it. Then the only other female executive at the dinner decided to speak up--and he did it again! He chastised her for interrupting. After the meal, one of the male CEOs pulled me aside to say that he had noticed that only the women had been silenced. He told me he empathized, because as a Hispanic, he has been treated like this many times. "

12 " ...[T]he whole undertaking of philosophical inquiry requires a prior understanding of the conceptual system in which the undertaking is set. That is an empirical job for cognitive science and cognitive semantics. ... Unless this job is done, we will not know whether the answers philosophers give to their questions are a function of the conceptualization built into the questions themselves. "

― George Lakoff , Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought