Quotes About Instruction

I was a popular professor. My teaching ratings were usually good. I could take complicated subjects and explain them in an entertaining way.

My idea of teaching literature is just to read great passages aloud or to look at it the way a writer does, which is what I try to do. Which is to say, 'How does this writer do this? How did he order his scenes? Do you notice any pattern to his sentences?'

Is this what you're trying to tell me?" "Is this the point you're making to me today?" "Is this what you want me to get from this conversation?" "Is this what you want me to do after we're done talking?" "Is this how I need to respond?" "Is there anything else I need to know about this?

The development of skills is the meat of learning. The imparting of skills is the meat of teaching,

The average teacher explains complexity; the gifted teacher reveals simplicity.

No amount of further research will provide an airtight model of instruction. There are simply too many variations in the situations, types of content, and types of students encountered across the K–12 continuum.

first phase is referred to as the cognitive phase. During this phase, the teacher is attempting to understand the strategy, but not using it with any utility or effectiveness.

The only feedback teachers receive is whether they use the strategy. Such a process provides no feedback as to the level of skill a teacher exhibits relative to a particular strategy. This absence violates a basic principle of effective feedback

simply providing teachers with feedback that they either used a strategy or did not use a strategy does little to enhance teacher expertise.

Burn you, Nerim, that's a leg not a bloody side of beef! As my lord says, Nerim murmured. My lord's leg is not a side of beef. Thank you, my lord, for instructing me.

As my Lord says, my Lord's leg is not a side of beef. Thank you, my Lord, for instructing me.

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.

Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A's. Originality on the other hand could get you anything—from A to F. The whole grading system cautioned against it.

Schools teach you to imitate. If you don't imitate what the teacher wants you get a bad grade.

It's proper to begin with the regular facts, but after a rule is established beyond all doubt, the facts in conformity with it become dull because they no longer teach us anything new. Then it's the exception that becomes important. We seek not resemblances but differences, choose the most accentuated differences because they're the most striking and also the most instructive.

Asking for advice means, Tell me what to do. Seeking education means, Tell me what to study so I can learn what I need to do.

In order to make bread, every baker follows a recipe, even if it's only held in their head.

Then Father said: "If the teacher has to thrash you again, Royal, I'll give you a thrashing you'll remember.

I'd like to be jealous," Galen said. "I was all set to be jealous, but damn, Frost, can you just teach me how to do it?

A mind without instruction can no more bear fruit than can a field, however fertile, without cultivation.

What more powerful form of study of mankind could there be than to read our own instruction book?

In Science the paramount appeal is to the Intellect-its purpose being instruction; in Art, the paramount appeal is to the Emotions-its purpose being pleasure.

Science which is acquired unwillingly, soon disappears; that which is instilled into the mind in a pleasant and agreeable manner, is more lasting.

Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.