The first and last chapters of this book provide both a forward and a backward glance at the important contributions each author has made to right a great wrong. This wrong has been promoted and supported by many politicians, business people, and school administrators. This wrong has made it more difficult for America’s teachers to be effective.

This wrong is the imposition of structures on teachers, in the belief that structures such as algorithms, procedures, scripts, and protocols for conducting instruction will improve teaching and learning. In areas like airline travel, manufacturing, or finance, tried-and-true protocols — routines and scripts for accomplishing one’s job — make businesses more efficient and profitable, allow workers to achieve competency sooner, and often make customers happier. In these industries, structures have a proven ability to enhance efficiency and increase quality control. But it is misguided to apply these same ideas in the much more uncertain environment of a classroom with thirty diverse students.