Quotes About Student-centered

What Dan Meyer did in showing the video and then holding back as he waited for that question to form in students' heads was to transfer ownership: Instead of asking the question himself, he allowed students to think of it on their own—at which point it became their question.

One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.

Teachers should prepare the student for the student's future, not for the teacher's past.

Let's not automatically turn to the next page in the textbook because it's the next page of the textbook, but because that page best serves the students we are teaching. And if the next page isn't as good as the one 57 pages later, let's go to the one 57 pages away without guilt.

I think a lot of teachers feel like they're teaching to a test. Our response is you teach to a student, you really teach to the kid.

In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.

Excellent instruction is less about what a teacher does and more about what students can do and know as a result of the lesson.

the increasing use of technology in the classroom will transform the role of educators allowing the educational process to become ever more student centered.

The moments of the class must belong to the student—not the students, but to the very undivided student. You don't teach a class. You teach a student.

I think everyone needs to focus on the quality of the undergraduate experience.

Research shows that the average elementary teacher may ask as many as 348 questions a day (Sadker & Sadker, 1982), whereas the students may not ask any.

My classroom is set up to accommodate the different types of assignments students do. Sitting at a single desk the entire class time just doesnt work for this type of class.

My job at Stanford is rather different from the ones I had held previously in that my own ambitions must take a back seat to the well-being of the students with whom I work.