Mardy Grothe Quotes

This is at the heart of all good education, where the teacher asks students to think and engages them in encouraging dialogues, constantly checking for understanding and growth.

I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.

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

Every good educator knows that true teaching is to teach kids how to ask the right questions.

The essence of education is not to transfer knowledge; it is to guide the learning process, to put responsibility for study in the student's own hands...[and] place people on their own path of discovery and invention.

Good teaching is more a giving of right questions than a giving of right answers.

I'm a big believer in pose some questions and then answer a few of them before you move onto the next set of questions.

I never give answers. I lead on from one question to another. That is my leadership.

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

It's not the teaching, it's the learning.

As a teacher, my strategy is to encourage questioning. I'm the least authoritarian professor you'll ever meet.

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.

One of the very important characteristics of a student is to question. Let the students ask questions.

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.

The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.

If you are giving a graduate course you don't try to impress the students with oratory, you try to challenge them, get them to question you.

A big part of engaging kids in science is not getting the single, correct answer; it's being willing to work with students to discover the correct answer.

Education is far less about a set of facts than a way of thinking, than learning how to critically think. And therefore, what I always think should be the basis of education is not answers but questions.

I believe that good questions are more important than answers, and the best children's books ask questions, and make the readers ask questions. And every new question is going to disturb someone's universe.

The teacher does best, not when he explains, but when he impels his pupils to seek themselves the explanation.

The only thing that happens when I'm teaching is that I hope there are some students out there in the class who will ask questions.

For my part, I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew.

In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.

What is desired is that the teacher ceased being a lecturer, satisfied with transmitting ready-made solutions. His role should rather be that of a mentor stimulating initiative and research.

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.