Roy Romer Quotes

I don't know anybody who said, 'I love that teacher, he or she gave a really good homework set,' or 'Boy, that was the best class I ever took because those exams were awesome.' That's not what people want to talk about. It's not what influences people in one profession or another.

When you have teachers saying, 'I don't have enough time for hands-on activities,' we need to rethink the way we do education.

Most teachers in America could dramatically improve their teaching if they just made every second count.

I do not think that the educational program of our schools should be determined by what the community thinks it needs.

The great difficulty in education is to get experience out of ideas.

Our approach to education has remained largely unchanged since the Renaissance: From middle school through college, most teaching is done by an instructor lecturing to a room full of students, only some of them paying attention.

My first career was as a coach and a teacher.

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

I'd like to think I'm a great teacher.

The training of children is a profession, where we must know how to waste time in order to save it.

Students never think it can be the teacher's fault and so I thought I was stupid. I was frustrated and would come home and cry because I couldn't do it. Then we got a new teacher who made math accessible. That made all the difference and I learned that it's how you present it that makes it scary or friendly.

Human education is concerned with certain changes in the intellects, characters and behavior of men, its problems being roughly included under these four topics: Aims, materials, means and methods.

Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system.

I'm not sure that teaching a Core course is necessarily the best introduction to teaching.

Students Are Not Widgets. Schools Are Not Factories.

Education in general, and higher education in particular, is on the brink of a huge disruption. Two big questions, which were once so well-settled that we ceased asking them, are now up for grabs. What should young people be learning? And what sorts of credentials indicate they're ready for the workforce?

One of the tragedies of our educational system is that we've taken this incredibly interesting subject - how the universe works - and made it boring.

After I had written a paper or letter for Bohr, I always had the impression that I had learned something which I could use for my own work. And somehow, I never felt that I had too little time for my own work. I always found time.

Suffice it to say that our over-reliance on testing is based largely on habit, wishful thinking, and leaps of faith.

At the end of the day, I'm certainly hopeful they can leave some time to focus on Tennessee history. But we understand the struggle when it comes to curriculum time and what you just physically don't have time for.

Don't preach too much to your pupils or abound in good talk in the abstract. Lie in wait rather for the practical opportunities, be prompt to seize those as they pass, and thus at one operation get your pupils both to think, to feel, and to do.

Teaching may be compared to selling commodities. No one can sell unless somebody buys.

Change the way we teach; Empower teachers

Time is the school in which we learn.

I love to teach - that's my role.