Joshua Henry Quotes

When you're too robotic and scripted, the students tune you out. So I always tried to use different learning modalities - kinesthetic, auditory, visual, whatever might bring learning to life.

Kids can learn a lot by seeing things rather than reading it.

Not every child learns the same way. I could not learn through my eyes. Reading was impossible. Math, to compute it in my mind, was impossible. I learned everything through listening.

Many think of memory as rote learning, a linear stuffing of the brain with facts, where understanding is irrelevant. When you teach it properly, with imagination and association, understanding becomes a part of it.

Tell me and I forget. Show me and I remember. Involve me and I understand.

Learning by doing is the only way I know how to learn.

Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.

The drills we do, where you're telling kids to memorize things, don't actually work. What works is engaging them and letting them do things and discover things.

I'm a guy that, I like to learn by seeing things.

Merely to stuff the child with a lot of information, making him pass examinations, is the most unintelligent form of education.

So many things that you can ask children hopefully pique their interest and they can design and think for themselves. Having children draw and illustrate what they saw in their minds' eyes during the story is a tremendous teaching aid.

Learning results from what the student does and thinks, and only from what the student does and thinks. The teacher can advance learning only by influencing the student to learn.

Writing, in any sense that matters, cannot be taught. It can only be learned by each separate one of us in his own way, by the use of his own powers of imagination and perception, the ability to learn the lessons he has set for himself.

I have a funny mental framework when I do physics. I create an imaginary audience in my head to explain things to - it is part of the way I think. For me, teaching and explaining, even to my imaginary audience, is part of the process.

Tell me and I forget. Teach me and I remember. Involve me and I learn.

If I had my choice, every high school would be teaching financial literacy along with math and science.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

I learn in a different way. I learn experientially.

Learners are encouraged to discover facts and relationships for themselves.

People learn more if they're learning in directly engaging ways.

I think there are definitely two types of student: the academic kids and the 50% who fail. It's very clear to see - it's fact. We're not doing enough for those who fail; they need a more physical, tactile approach, involving people skills, team-building, problem-solving, building things.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

… to develop a plan to promote better science education

When children draw or do rudimentary painting, the whole human being develops an interest in what is being done. This is why we should allow writing to develop from drawing.

When we teach in pluralistic ways, there are two wonderful dividends. First of all, we reach more students, because some learn best through stories, some through works of art, some through role play etc. Second of all, we show what it is like really to understand something.