Quotes About Learning

This failure to ask reflects human stupidity less than it reflects human history.

The brilliant insight is not by itself achievement

To make knowledge productive, we will have to learn to see both forest and tree. We will have to learn to connect.

taking pride in such ignorance is self-defeating.

Managements are paid for their judgment, but they are not being paid to be infallible. In fact, they are being paid to realize and admit that they have been wrong – especially when their admission opens up an opportunity. But this is by no means common.

But everyone who can face up to decision making can learn to be an entrepreneur and to behave entrepreneurially. Entrepreneurship, then, is behaviour rather than personality trait. And its foundation lies in concept and theory rather than in intuition.

The question is: how to be useful!" A great teacher can change your life in thirty seconds.

Effectiveness, in other words, is a habit; that is, a complex of practices. And practices can always be learned.

I soon learned that there is no "effective personality

We need to encourage habits of flexibility, of continuous learning, and of acceptance of change as normal and as opportunity - for institutions as well as for individuals.

We have to remember that we are not just giving students feedback; we are also teaching them to provide it.

What if instead we said, "Look at how you …" That would simply turn children's attention to the process and away from fixed-theory explanations.12

I'm not good at this yet" and to take steps to change that.

If you're going to offer critique, focus on the process and possibility.

The last two forms of feedback, "You tried really hard" and "You found a good way to do it; could you think of other ways that would also work?" focus on different aspects of the process—effort and strategy—and not on the person.

First, it gets children into the habit of explaining successes and failures in terms of strategy use.

To be meaningful, teaching children to become literate is about the here and now, and what children can do with literacy to serve their interests.

knowledge is constructed, and that people play an active role in its construction.

We can keep the tests and other potentially distracting elements in mind, but we have to keep our heads up further than that as we deal with the moment-to-moment interactions with students.

Feelings, too, are socialized—we learn what they are, or rather, we acquire meanings for them.

The most important piece is to confirm what has been successful (so it will be repeated) and simultaneously assert the learner's competence so she will have the confidence to consider new

Marie Clay (1993) refers to this as attending to the "partially correct." Its significance cannot be overstated.

Much more important is noticing—and helping the students notice—what they are doing well, particularly the leading edge of what is going well. This leading edge is where the student has reached beyond herself, stretching what she knows just beyond its limit, producing something that is partly correct. This is the launching pad for new learning.

dynamic view of intellect—indeed, of self.