Eric Schlosser Quotes

I really like visiting schools, but what I tell students isn't anywhere near as interesting to me as what they tell me.

The most valuable aid I have found in teaching is to remember my own experiences as a student.

I've learned a lot about writing from listening to my students talk.

The main thing I am interested in is my experience as a teacher.

Anyone who teaches knows that you don't really experience a text until you've taught it, in loving detail, with an intelligent and responsive class.

I worked in a number of high schools in New York, and I wound up at Stuyvesant High School, which is known nationally for producing brilliant scientists and mathematicians, but I had writing classes. I thought I was teaching. They thought I was teaching, but I was learning.

Once in a while, I have the chance to speak to students. I learn from them as much as they learn from me. It's a great dialogue to create.

How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?

I co-taught a seminar called Small Group Processes with my professor. I learned so much from it, so much about myself, about groups, how this stuff works. I bring all that stuff to teaching now.

Education is the sum of what students teach each other between lectures and seminars.

What is learned in high school, or for that matter anywhere at all, depends far less on what is taught than on what one actually experiences in the place.

Learning is a process of mutual discovery for teacher and pupil. Keep an open mind to their unexpected responses.

I know I learn a lot from the students in my class and I'm not just saying that to sound like some generous teacher.

I have been in schools around the country, and I have written on education for years. Once, I was once doing a profile on Justice William Brennan and I was in his chambers, and Brennan asked, "How do we get the words of the Bill of Rights into the lives of the students?" Well, it is not difficult. You tell them stories.

Active learning is always involved with interaction between teachers and students and Socratic methods and that's gonna continue.

Teaching teaches not only the students, it also teaches the teacher, and physics is so full of complications that you can't in your career have thought of everything.

I did go to university and I did teach school for a year.

I was a social studies teacher at a high school in the Bronx for five years.

A classroom setting for me was an audience.

After I finished my degree in India in 1980, I came to the U.S. to get a master's, and I was teaching quantum physics to freshmen. As I got my bearings as to what goes on in labs, I understood that to teach, you have to learn.

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.

It is always the teacher who must learn the most... or else nothing real has happened in the exchange.

That kind of peer learning, that peer teaching, that peer evaluation, and then administration of insight.

The best school in the world will scarcely save a boy who hates the school and the purpose it serves and the society that created it.

If we think back through our own lives, the subjects that you liked best in school almost certainly were taught by the teachers you liked best. And the teacher you liked best was the teacher who cared about the subject she taught.