Catherine Asaro Quotes

My goal in the classroom was always to make sure they were having so much fun that they didn't realize they were learning.

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

Like most of the other teachers, I'd done a bit of teaching and we all think we're great at what we do, but you realize that normally you have an audience who are all onside, who all want to listen.

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.

You can force students to learn, to a certain extent, but students aren't happy and employers aren't happy.

I feel that I learned far more from my students than I could possibly have taught them.

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.

The best teachers are those who keep students motivated, challenged and flourishing.

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.

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.

Going to school is not really education. It's really who's in front of the classrooms and who's endearing themselves to the kids and who's making the kids want to learn and who's inspiring them to be curious about any topic in the world.

Only one who bursts with enthusiasm do I instruct; Only one who bubbles with excitement do I enlighten. If I hold up one corner and you do not come back to me with the other three, I do not continue the lesson.

During my school visits, I really enjoy the feedback I get from them much more than anything I might tell say to them.

The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.

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

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 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.

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.

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

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.

But when all is said and done, the fact remains that some teachers have a naturally inspiring presence and can make their exercises interesting, whilst others simply cannot.

Students Are Not Widgets. Schools Are Not Factories.

I think everyone needs to focus on the quality of the undergraduate experience.

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.

I miss the classroom and the bit I miss the most is the one-on-one personal interactions with the students, those moments when they surprise you with their insightfulness, or their cheekiness.