The Marquis de Lafayette , a young French nobleman, organized officers from France, Poland, and other European nations into the Corps d'Étrangers. Baron Friedrich von Steuben , a Prussian military officer, provided important training for the American troops. As the drillmaster of Valley Forge, he taught the soldiers how to use the bayonet, and most importantly, how to re-form lines quickly in the midst of battle. Washington also received help from his wife Martha who arrived from Mount Vernon in February. She took over the management of his household, helped with his correspondence, and cheered him by entertaining guests and even staging plays.
The perfect classroom. Ask students to write a paragraph that tells what they think the perfect classroom should be like. (This is not fiction/fantasy writing; they should describe the atmosphere of an ideal real classroom.) Arrange students into groups of four. Ask each student to underline in his or her paragraph the "most important words or phrases." After students have done that, they should pass their papers to the person in their group who is seated to their right. Students should continue passing papers and underlining important words until the original writer has her/his paper back. At that point, students will share with the group some of the important words and phrases in their own writing; a group note taker will record the words and phrases that might best describe a perfect classroom. Group members will review the list and decide on five words or phrases to share with the class. When the class has a fully developed class list of words and phrases, they will use some of those words and phrases to write a "class statement" that will be posted on the wall for all to see. When things are not going "perfectly," it is time to review the class statement.
Not sure if I completely agree with the conclusions made about the Milgram experiment. I would agree that some element of "it was for the greater good" does come into play, but I don't think you can completely disregard the role of obedience to commands. The podcaster asserted that only the 4th prompt was a true command, and that the previous 3 were not commands. I would instead argue that there is no clear distinction between command and not-command here, but that each prompt is progressively more forceful.
The major bias in saying that not one person gave the shock after being commanded to do so (ie after being given the 4th prompt) is that the ONLY people who ever received the 4th prompt were people who had already disobeyed 3 strongly worded prompts asking them to give the shock.
So it seems to me that the only people who were ever given the 4th prompt were the participants who were most assertive in their moral stance. The people who were liable to follow commands against their better moral judgement had already caved at one of the earlier prompts, such as "the experiment requires that you continue."