Status: Living Boldly 

It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.

~Theodore Roosevelt

Status: Embracing my humanity

I like to be human because in my unfinishedness I know that I am conditioned. Yet conscious of such conditioning, I know that I can go beyond it, which is the essential difference between conditioned and determined existence. ~ Paulo Freire, Pedagogy of Freedom

Education is not something that you get, but something you claim

The contract on the student’s part involves that you demand to be taken seriously so that you can also go on taking yourself seriously. This means seeking out criticism, recognizing that the most affirming thing anyone can do for you is demand that you push yourself further, show you the range of what you can do…. 

 Adrienne Rich as cited in brain pickings.org

http://www.brainpickings.org/2014/05/21/claiming-an-education-adrienne-rich-1977-commencement/

Emotional Intelligence and Leadership Responsibility

Emotional intelligence (EI) as defined by Brackett, Rivers & Salovey (2011) is “a set of mental abilities involving emotion-based problem solving” (p. 99). The four abilities are 1) perception of emotion, 2) using emotion to facilitate thinking, 3) understanding and analyzing emotions and 4) reflective regulation of emotions. Research of EI in education and leadership indicates awareness and coordination of emotions can contribute to a higher performing, more supportive learning and working environment (Bracket, et al., 2011; McCleskey, 2014; Ordun & Acar, 2014).

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