- “For me, the nerves usually kick into high gear in the middle of the night. I’ll sleep for a few hours, then—bang!—my brain is up and spinning. “Should I have done this, should I have done that? God, what a terrible call in the fourth quarter. Maybe I should have called a different play?” And so on. Sometimes I have to sit and meditate for a long time before the noise settles down and I can go back to sleep.” Eleven Rings: The Soul of Success (Phil Jackson and Hugh Delehanty) Page 333
- “It now appears that the language areas of the brain in many five-year-old boys look like the language areas of the brain of the average three-and-a-half-year-old girl. Have you ever tried to teach a three-and-a-half-year-old girl to read? It’s frustrating, both for the teacher and for the girl. It’s simply not developmentally appropriate, to use the jargon of early childhood educators. You’re asking her to do something that her brain is just not yet ready to do. Trying to teach five-year-old boys to learn to read and write may be just as inappropriate as it would be to try to teach three-year-old girls to read and write. Timing is everything, in education as in many other fields. It’s not enough to teach well. You have to teach well to kids who are ready to learn, kids who are developmentally “ripe” for learning. Asking five-year-old boys to learn to read—when they’d rather be running around or playing games—may be the worst possible introduction to school, at least for some boys.” Boys Adrift: The Five Factors Driving the Growing Epidemic of Unmotivated Boys and Underachieving Young Men (Leonard Sax) Page 18