Quotes About Classroom

I did end up doing substitute teaching, but there's not a lot of teaching involved in that.

I am basically the sort of person who has stage-fright teaching. I kind of creep into a classroom. I'm not an anecdote-teller, either, although I often wish I were.

In a way, education by its nature favours the extrovert because you are taking kids and putting them into a big classroom, which is automatically going to be a high-stimulation environment. Probably the best way of teaching in general is one on one, but that's not something everyone can afford.

Study after study affirms what I saw in the classroom every day as superintendent of Denver Public Schools: Nothing makes a bigger difference for student learning than great teaching.

I find teaching - I like it, but I find just walking into the classroom and facing the students very difficult.

I used to know kids better because I was teaching in a classroom, but I still have a sense of comfort with them. I don't believe that kids have essentially changed.

I loved teaching. I used to teach fourth grade.

I'd love to see more middle and high school teachers who are not teaching English develop classroom libraries. Our message to kids should be that reading is for everyone.

As an added benefit, having a student stand up and address the room will quickly bring all other distracted chit-chat to an end, since people rarely want to be rude to their peers.

Therefore, when children of different racial groups are thrown into the incessant, harsh competition of the standard American classroom, we ought to—and do—see hostilities worsen.

If teachers systematically attend to classroom strategies and behaviors (Domain 1), planning and preparing (Domain 2), reflecting on teaching (Domain 3), and collegiality and professionalism (Domain 4), they will surely enhance their professional status.

Comprehensive observations occur over an extended period of time—typically the majority of a class period and ideally an entire class period.

both are key components of what is commonly referred to as classroom management (Marzano et al., 2003). A case can be made that if strategies for these two elements are not in place, a teacher will have little control of the classroom.

student achievement in classes with highly skilled teachers is better than student achievement in classes with less skilled teachers.

the observer might note that the teacher completes the strategy, but does not seem to monitor to see if the strategy is actually helping students activate their prior knowledge relative to the topic being studied.

When spontaneity and individuality and really good original stuff occurred in a classroom it was in spite of the instruction, not because of it. This seemed to make sense. He was ready to resign. Teaching dull conformity to hateful students wasn't what he wanted to do.

The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor...to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

If they already knew what was good and bad, there was no reason for them to take the course in the first place. The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor—to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

I sit at a table close to his desk. Ivy is in this class. She sits by the door. I keep staring at her, trying to make her look at me. That happens in movies--people can feel it when oother people stare at them and they just have to turn around and say something. Either Ivy has a great force field, or my lazer vision isn't very strong....

The room does not smell like apple. It smells like frog juice, a cross between a nursing home and potato salad. The Back Row pays attention. Cutting dead frogs is cool.

Schools ought to teach students to challenge secular ideologies masquerading as science in the classroom.

Being a Christian, I'm eager to introduce people to Jesus. I just don't think I should do it in the science classroom

And you get Thomas Paine, who's the least religious Founding Father saying, you've got to teach creation science in the classroom. Scientific method demands that.

Q and Beanpole and I giggled at the way our math teacher, Mr. Sung-Li, wore four pencils in his shirt pocket in case he was suddenly attacked by a multiplication problem or something.