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vi Questions for Life: Powerful Strategies to Guide Critical Thinking

I left teaching and formed a company in New Jersey whose sole purpose was to develop excellent teachers. I founded Performance Learning Systems, Inc. (PLS) in 1973, and we began by identifying, cataloging, and training 180 skills andperformancepatterns that con-stituted successful teaching. In the end I made two great decisions: looking at the world of teaching through the eyes of the teachers and hiring “best” teachers to serve as our instructors.

For over 35 years I served as president of PLS, expanding its educational services, techniques, and resources to a national—and now international—level. At 55 I retired, satisfied with a job well done and ready to let the company continue its growth with a new generation of teachers and students.

PLS operates in concert with universities and state teacher orga-nizations that train classroom teachers through multiple 45-hour graduate-level courses, both live and online. All courses yield mea-surable learning. The company offers professional development, educational materials, and consultation with educators at all levels. PLS has been called the “West Point” of training for teachers. All of this means we know something about education.

The PLS vision to provide children with the best-trained teachers in the world drives the company’s mission to improve the art of teaching. We do that through techniques and strategies that ensure effective teaching, which in turn leads to successful student learning. In the process of developing these approaches to teaching, I created Questions for Life. I think it’s my best work. And the reason it’s my best work is that it applies to learning and teaching in all aspects of education and, more importantly, in all aspects of living. That’s why we called it Questions for Life.

Architects of Information

Periodically during my career—and now on the golf course—I pose a hypothetical question to educators, businesspeople, parents,

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