Ken Robinson Quotes

I think a lot of teachers feel like they're teaching to a test. Our response is you teach to a student, you really teach to the kid.

If children have interests, then education happens.

If children have interest, then Education happens

We need to have an education system in New Jersey and all over the country that makes all of our kids, either college or career ready. It should be their choice. I mean, every kid doesn't want to go to college. But I think we should aspire to let every child reach his maximum or her maximum potential.

I prefer home-schooling because you can work at your own pace and go towards more what you're interested in, whether it be history or geography or math.

Students Are Not Widgets. Schools Are Not Factories.

I'm a mom, and my view of public education begins and ends with the fundamental question: Is this good for children?

Formal education must change. It needs to be brought into closer alignment with the world as it actually is, into closer harmony with the way human beings actually learn and thrive.

I wouldn't be educating children if I did not believe in human potential.

When a child is thriving, there is no reason to spend time assessing intelligences. But when a child is NOT thriving - in school or at home - that is the time to apply the lens of multiple intelligences and see whether one can find ways to help the child thrive in different environments.

Not every child learns for the same purpose, not every child thrives in the same settings and schools. Limiting a child to just one opportunity does nothing more than limit that child's future. The way forward must involve more public charter schools, which offer parents a tuition-free alternative to their neighborhood school.

The need for education for the individual student should be recognized... home, neighborhood. But instead of that, we have the future being determined by standardized testing.

The secret of sound education is to get each pupil to learn for himself, instead of instructing him by driving knowledge into him on a stereotyped system.

There are amazing teachers, but the system doesn't always allow them to address the individual needs of a child.

Education is not sermonizing to children against their instincts and pleasures, but providing a natural continuity between what they feel and what they can and should be.

The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.

The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.

I think every single one of us can think back on the key individuals in our lives who really made a difference, and also maybe some of those who sent us astray. There are those are the teachers who are brave enough to buck the system, and obviously not in such a way that jeopardizes their jobs, but brave enough to say, "I know I have to accomplish that, but I want to know how I'm going to help this child get there differently. I want to know what makes this child tick, and I want to help him get there from a place of curiosity, rather than from a place where I impose my ideas on him."

The business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material

The really useful education is that which follows the direction of the child's own instinctive interests, supplying knowledge for which it is seeking, not dry, detailed information wholly out of relation to its spontaneous desires.

The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.

The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.

Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.

The student is infinitely more important than the subject matter.

My education commitment is simple. I believe that every child is unique. Im going to work as hard as I know how, and Im going to ask each of you to help me to offer all Tennessee children the education they need to energize their God-given talents to take them as far as they can go.