John Katzman Quotes

Coach Reid is a great teacher. He understands how people learn, understands how to get people to get the concept of what the play is and why we're running it.

Developmental scientists like me explore the basic science of learning by designing controlled experiments.

As a graduate student, I wrote a long paper connecting the dots between mathematical models of learning and language development in children. It was published in a major journal.

For any reporter, education is a topic where everything else - money, politics, et cetera - intersects. I have four kids in K through 12, so I'm knee-deep in it. I'm really interested in the philosophy behind it all. Should you just memorize your multiplication tables, or should you understand the concept behind them?

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

It's definitely important for kids to learn in many different settings.

Like all great teachers he knew that a picture is worth a thousand words and that people learn most quickly by doing something or seeing something done.

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.

I was the same way after graduating with a degree in education. I started to teach and I was wondering: do I really know how to teach?

To know psychology, therefore, is absolutely no guarantee that we shall be good teacher.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices.

As one who has taught mathematics at all levels of university instruction, I am well aware of the negative attitude of so many students toward the subject. There are many reasons for this, one of them no doubt being the esoteric, dry way in which we teach the subject. We tend to overwhelm our students with formulas, definitions, theorems, and proofs, but we seldom mention the historical evolution of these facts, leaving the impression that these facts were handed to us, like the Ten Commandments, by some divine authority.

When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education.

America's best teachers are always looking for new ways to bring learning to life.

I think children learn through their parents.

Teachers across the world are doing all they can to ensure a good education is the top priority for children.

We've never tried to educate children. We've never tried to preach to them, just entertain.

Education is taken for granted. Teaching shops are different from building character.

I really love teaching; I was actually studying to be a preschool teacher.

I work in a mix of areas and am informed by them all: child development, psycholinguistics, education, and most especially, cognitive neuroscience.

The nature of education fundamentally has not changed in a century - and I say this as someone whose parents are both teachers.

The presentation of mathematics in schools should be psychological and not systematic. The teacher, so to speak, should be a diplomat. He must take account of the psychic processes in the boy in order to grip his interest, and he will succeed only if he presents things in a form intuitively comprehensible. A more abstract presentation is only possible in the upper classes.

All learning is remembering. A good teacher causes students to remember what they already know.

My father taught in the wise way which unfolds what lies in the child