Quotes About Teaching

We are the windows through which our children first see the world. Let us be conscious of the view.

Deuteronomy 6:6, 7: These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up.

Older women likewise are to be reverent in their behavior, not malicious gossips nor enslaved to much wine, teaching what is good, so that they may encourage the young women to love their husbands, to love their children, to be sensible, pure, workers at home, kind, being subject to their own husbands, so that the word of God will not be dishonored.20

That's the key. The quests are things you need to do for others so that you can learn.

The relationship between teacher and student is based on illusion. The teacher is under the illusion that he is teaching something, and the student is under the illusion that he is being taught. What's important is that this shared illusion makes both teacher and student happy. Nothing good is gained by facing the truth, after all. All we're doing is playing at education.

teacher is under the illusion that he is teaching something, and the student is under the illusion that he is being taught. What's important is that this shared illusion makes both teacher and student happy. Nothing good is gained by facing the truth, after all. All we're doing is playing at education.

Hubungan antara guru dan murid dibangun berdasarkan persepsi yang salah, yaitu tugas sang guru adalah mengajarkan sesuatu sementara tugas murid adalah mempelajarinya. Yang penting adalah bagaimana persepsi itu bisa membuat kedua belah pihak sama-sama puas, apalagi yang namanya kebenaran tidak menjamin semuanya akan baik-baik saja. Yang kita kerjakan saat ini sama dengan bermain sekolah-sekolahan. Nonoguchi

was reminded of what Ralph Waldo Emerson once said: "Every man I meet is my superior in some way. In that, I learn of him." Everyone had something to teach him. This focus on people was the reason so

Ralph Waldo Emerson dijo una vez: «Todo hombre que conozco es superior a mí en algún aspecto. En ese aspecto, aprendo de él.»

There's no better way to learn something, and become an expert at it, than to have to teach it.

The way you organise teaching reflects what you consider important, and what you want to draw attention

Many teachers think of children as immature adults. It might lead to better and more 'respectful' teaching, if we thought of adults as atrophied children.

One day, when I was eighteen, I was reading a book and I began to weep. I was astounded. I'd had no idea that literature could affect me in such a way. If I'd have wept over a poem in class the teacher would have been appalled. I realised that my school had been teaching me not to respond.

My feeling is that a good teacher can get results using any method, and that a bad teacher can wreck any method.

The church's teaching on marriage is unequivocal, it is uniquely, the union of a man and a woman and it is wrong that governments, politicians or parliaments should seek to alter or destroy that reality.

Though Olsen's (1999) descriptive study of Norwegian EFL learners focused primarily on cross-linguistic influences on learner errors, one interesting conclusion was that external factors such as teaching confusing pairs such as sea and see, by and buy, want and won't, or lose and loose at the same time actually causes errors. Olsen recommends that each word be taught in its own context at different times.

Shouldn't schools be the place where students interact with interesting books? Shouldn't the faculty have an ongoing laser-like commitment to put good books in our students' hands? Shouldn't this be a front-burner issue at all times?

I am not simply teaching the reading; I am teaching the reader.

It is modeling revision—taking a rough draft and moving it to a better place—that is critical if our students are to sharpen their writing skills.

Instead, to develop agency, our students would be better served if we created what Judy Wallis, a veteran teacher in Houston, refers to as a "three-text" classroom: a place where students encounter texts we all read, where students encounter texts that some of us read, and where students encounter texts that they read independently. Our students need a blended reading experience, and in Chapter 8 I discuss a model for developing this kind of a classroom. I

In other words, in an age of great shifts in education, very little has shifted when it comes to the teaching of adolescent readers. The teaching of reading remains stuck in a paradigm that doesn't work, and when students are stuck in a paradigm that doesn't work, there are dire consequences: •

What does it matter if teachers sprint through all the standards if at the end of the year their students still cannot write well?

ELA teachers to cut back on the reading of literature and poetry. This trend of moving students away from literary reading is antithetical to good ELA instruction. Kids need more literary reading, not less.

That is to say, the process of working through an argument is the process of inquiry" (2011, xxii; emphasis in original). The approach Hillocks suggests is the opposite of the traditional approach to teaching the argument paper, where a student starts with a claim and then begins to find evidence that supports the claim. Instead, Hillocks says that students should start with inquiry. They should "swim" in issues until interesting arguments begin to emerge.