Jodi Picoult Quotes

I never liked group work in school.

Back in the class room, open your books, keep up, the teacher don't know how mean she looks.

Children learn what they live. Put kids in a class and they will live out their lives in an invisible cage, isolated from their chance at community; interrupt kids with bells and horns all the time and they will learn that nothing is important or worth finishing; ridicule them and they will retreat from human association; shame them and they will find a hundred ways to get even. The habits taught in large-scale organizations are deadly.

Good teachers know how to bring out the best in students.

Many classrooms are overcrowded, and splitting the class into smaller groups gives the children more one on one attention.

Excitement in education and student productivity, the ability to get a result that you want from students, go together and cannot be separated.

The educational resources provided by a child's fellow students are more important for his achievement than are the resources provided by the school board.

A classroom setting for me was an audience.

The remainder of my schooldays were no more auspicious than the first. Indeed, they were an endless Project that slowly evolved into a Unit, in which miles of construction paper and wax crayon were expended by the State of Alabama in its well-meaning but fruitless efforts to teach me Group Dynamics.

Children, of course, don't understand at first that they are being cheated. They come to school with a degree of faith and optimism, and they often seem to thrive during the first few years. It is sometimes not until the third grade that their teachers start to see the warning signs of failure. By the fourth grade many children see it too.

The work of education is divided between the teacher and the environment.

There is, on the whole, nothing on earth intended for innocent people so horrible as a school. To begin with, it is a prison. But in some respects more cruel than a prison. In a prison, for instance, you are not forced to read books written by the warders and the governor. . . .In the prison you are not forced to sit listening to turnkeys discoursing without charm or interest on subjects that they don't understand and don't care about, and therefore incapable of making you understand or care about. In a prison they may torture your body; but they do not torture your brains.

Once they arrive, affirmative action kids are generally left to sink or swim academically. Brown (University) offers plenty of counseling and tutoring to struggling students, but, as any academic Dean will tell you, it's up to the students to seek it out, something that a drowning minority student will seek to avoid at all costs, fearing it will trumpet a second-class status.

It's the less bright students who make teachers teach better.

Miss Wormwood: Calvin, your test was an absolute disgrace! It's obvious you haven't read any of the material. Our first president was not Chef Boy-Ar-Dee and you ought to be ashamed to have turned in such preposterous answers! Calvin: I just don't test well.

I wanted to keep things as normal as possible for the trainees, so I led my usual morning class. I called it Magic Problem-Solving 101. The trainees called it Whatever Works.

We think it's about little techniques and tricks, but techniques only take you so far. We need teachers who care about kids, who care about what they teach, and who can communicate with kids.

The nature of the labyrinth, I scribbled into my spiral notebook, and the way out of it. This teacher rocked. I hated discussion classes. I hated talking, and I hated listening to everyone else stumble on their words and try to phrase things in the vaguest possible way so they wouldn't sound dumb, and I hated how it was all just a game of trying to figure out what the teacher wanted to hear and then saying it. I'm in class, so teach me.

I'm a high school teacher. I'm someone who stumbles my way through, leads with my chin in some cases, leads with my heart in all cases.

When I was a kid I was not a good student. I went to the University of Colarado, my grades were poor. I was asked to leave after a year. What I really wanted to do was to be an artist.

As a child, I was called stupid and lazy. On the SAT I got 159 out of 800 in math. My parents had no idea that I had a learning disability.

I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanized or de-humanized.

I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.

I was excellent at English and Drama. Maths and Science I was terrible at. I didn't have any interest in them. I was happiest at lunchtime, playing with my friends. But I love science now, that's the funny thing. And I'd be so good at geography, as I've been fortunate enough to travel the world.

I love stories about teachers. For some reason I can't get enough of those kind of stories. If I turn a movie on about a teacher, I love it. I love that idea of an adult influence on kids.