Jill Biden Quotes

Call me old-fashioned, but it's always been my firm belief that a teacher's job should be for each of his or her students to finish the year with a grade of 100%.

I support high academic standards. Period.

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.

I don't think in terms of that bizarre tautology 'value for money' in my literary and journalistic work - and nor will I in my academic role. However, if I don't believe I'm helping my students towards a fuller and more empowering relationship with the world, then I'll resign.

Knowing what to expect from a teacher is a really good thing, of course: It lets you get the right answers more quickly than you would otherwise.

What all good teachers have in common, however, is that they set high standards for their students and do not settle for anything less.

My parents had very high expectations. They expected me to get straight A's from the time I was in kindergarten.

We should have high expectations of our children, but politicians should not tell teachers how to meet them.

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

We expert teachers know that motivation and emotional impact are what matter.

Any good teacher knows how important it is to connect with students and understand our culture.

The teacher is commodified, the school is a shop, the subjects are consumer goods. To read, to think, to reflect, isn't a question of want, it's a question of need.

I've had people accuse me of being too tough of a grader. But my job is to paint reality versus telling people what they want to hear.

The best teachers are those who keep students motivated, challenged and flourishing.

The teachers are trying to build the same culture in the classroom as we're building in the organization.

We have found that the most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic.

Here, class attendance is expected and students are required to take notes, which they are tested on. What is missing, it seems to me, is the use of knowledge, the practical training.

Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious. It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.

The teacher ought also to be specially on his guard against taking unfair advantage of the student’s immaturity by indoctrinating him with the teacher’s own opinions before the student has had an opportunity fairly to examine other opinions upon the matters in question, and before he has sufficient knowledge and ripeness of judgment to be entitled to form any definitive opinion of his own.

Teachers know how to improve education.

Some teachers teach for others to learn. That's not me. Some teachers teach for others to accomplish. That is me.

I've never had a stupid student in my life. I never look down on my students. I never thought, "Look at these people." I might argue with them and I think that some of them might have misconceptions - that they might be infected by the intellectual laziness that is the foundation of American popular culture, and of capitalism, if you wish. But part of my job as a teacher is to work with that - against that.

She had to give her teachers credit: they were right to insist all pupils carry scissors, handkerchiefs, perfume and hair ribbons at all times. At some point she'd learn why they also required a red lace doily and a lemon.

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.

The criminal misuse of time was pointing out the mistakes. Catching them―noticing them―that was essential. If you did not in your own mind distinguish between useful and erroneous information, then you were not learning at all, you were merely replacing ignorance with false belief, which was no improvement. The part of the man's statement that was true, however, was about the uselessness of speaking up. If I know that the teacher is wrong, and say nothing, then I remain the only one who knows, and that gives me an advantage over those who believe the teacher.