Quotes About Education

My goal is people associate November with COPD awareness month as much as they notice October with breast cancer and pink. That'd be a great thing if it happened. The fact that COPD kills more people than breast cancer and diabetes put together should raise some red flags.

I have witnessed how education opens doors, and I know that when sound instruction takes place, students experience the joys of new-found knowledge and the ability to excel.

We must abandon the prevalent belief in the superior wisdom of the ignorant.

A teacher is one who makes himself progressively unnecessary. —Thomas Carruthers

This works because when you communicate a skill to someone, you come to understand it more deeply yourself.

The effect of this first phase of learning seemed to be to get the learner involved, captivated, hooked, and to get the learner to need and want more information and expertise.

Great teachers focus on what the student is saying or doing," he says, "and are able, by being so focused and by their deep knowledge of the subject matter, to see and recognize the inarticulate stumbling, fumbling effort of the student who's reaching toward mastery, and then connect to them with a targeted message.

You will become clever through your mistakes.

Repetition is the key to learning.

I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

A scholar is just a library's way of making another library.

In times of profound change, the learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. ERIC HOFFER

Emotional intelligence begins to develop in the earliest years. All the small exchanges children have with their parents, teachers, and with each other carry emotional messages.

My hope was that organizations would start including this range of skills in their training programs - in other words, offer an adult education in social and emotional intelligence.

Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.

Some go on to trade schools or get further training for jobs they are interested in. Some go into the arts, some are craftsmen, some take a little time out to travel, and some start their own businesses. But our graduates find and work at what they want to do.

So, I see technology as a Trojan Horse: It looks like a wonderful thing, but they are going to regret introducing it into the schools because it simply can't be controlled.

Educators are still spending way too much time trying to control what kids learn, bending the content to their own purposes, hoping beyond hope to change - by using technology - but not change too much.

Technology will eventually destroy the way schools are run now.

In the hands of a people whose education has been willfully neglected the ballot is a cunning swindle benefiting only the united barons of industry, trade, and property.

In the new world of sales, being able to ask the right questions is more valuable than producing the right answers. Unfortunately, our schools often have the opposite emphasis. They teach us how to answer, but not how to ask.

grades become a reward for compliance—but don't have much to do with learning. Meanwhile, students whose grades don't measure up often see themselves as failures and give up trying to learn.

If you're an educator, know that all times are not created equal:

Type I homework test by asking yourself three questions: • Am I offering students any autonomy over how and when to do this work? • Does this assignment promote mastery by offering a novel, engaging task (as opposed to rote reformulation of something already covered in class)? • Do my students understand the purpose of this assignment? That is, can they see how doing this additional activity at home contributes to the larger enterprise in which the class is engaged?