Rudolf Steiner Quotes

The single most important thing in a child's performance is the quality of the teacher. Making sure a child spends the maximum amount of time with inspirational teachers is the most important thing.

Study after study affirms what I saw in the classroom every day as superintendent of Denver Public Schools: Nothing makes a bigger difference for student learning than great teaching.

I was terrified of being a teacher. To stand in front of a classroom, the responsibility is boggling. Imagine! Standing in front of people!

To this end the greatest asset of a school is the personality of the teacher.

I believe there's not a harder job in the world than being a teacher, and there isn't a job with a more direct impact on the performance of our students.

It's the teacher that makes the difference, not the classroom.

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

I do think we know that a teacher who knows what he or she is doing, knows their subject matter, and knows how to impart knowledge to kids is a critical piece of closing the achievement gap.

We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.

I think the best teachers had a real interest in the subject they were teaching and a love for children.

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

I don’t believe curriculums are the key to education, I believe teachers are.

My dad, who was a teacher, used to tell me that a teacher's goal should be for every one of their students to get an A. If that's your goal every day - to make every student or player learn - then it doesn't matter if you won last year or didn't win. When next year's team shows up, I try to help every player become as good as they can be.

A good teacher creates an environment which allows the student to succeed.

A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.

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.

If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.

Teachers themselves know if there's a colleague who can't keep control or keep the interest of their class, it affects the whole school.

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.

I loved teaching and I did a lot of work as a teacher's assistant in college, and my favorite experience was basically getting a laugh from a bunch of people because they had just understood something.

Professors gravitate to the bright, well-prepared students. They are easier to teach, and they appear to profit most from instruction, which may simply mean they are most like the professors. But in the increasing pluralism and decreasing professionalism of colleges and universities in the next decades, the master teacher is likely to be the one who can provide context for many kinds of students.

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 single most important factor in determining [student] achievement is not the color of skin or where they come from. It is not who their parents are or how much money they have. It is who their teacher is.

I quickly learned that teaching students was far more complicated than managing adults. Why, you may ask? Here are three simple reasons: Your employees are paid to listen to you, students are not. In business, employees are selected based upon a search and interview process. Teachers do not select their students. In business, an insubordinate employee is fired. An insubordinate student is merely one more challenge for a classroom teacher.

The bulk of the universities are about teaching kids.