Gilbert Highet Quotes

The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.

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.

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

The number one goal of teachers should be to help students learn how to learn.

Wherever there are beginners and experts, old and young, there is some kind of learning going on, some kind of teaching. We are all pupils and we are all teachers.

True teaching cannot be learned from text-books any more than a surgeon can acquire his skill by reading about surgery.

That's what teaching is, the art of explanation: presenting the right information in the right order in a memorable way.

Good teaching is forever being on the cutting edge of a child's competence.

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.

A teacher should, above all things, first induce a desire in the pupil for the acquisition he wishes to impart.

A pedant holds more to instruct us with what he knows, than of what we are ignorant.

Nothing is better for my playing than teaching because when you teach, you have to think and you have to listen what other people do. And then all of a sudden, you play yourself and then you say, my goodness, I don't need a teacher. I'm my own teacher. Then I can react to what I'm doing immediately. It really improves.

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.

Not only is there an art in knowing a thing, but also a certain art in teaching it.

Men learn while they teach.

What the teachers digest, the pupils eat.

Don't be shy about making a teacher of any willing party who knows what he or she is doing.

We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.

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.

One of the main truths of all education is that if the young are not always right, the old are always wrong.

Lectures which really teach will never be popular; lectures which are popular will never really teach.

It's the student who makes the teacher, not the other way around.

To teach is part of the very fabric of learning.

This is what an excellent teacher does; he does not follow his disciples' fancy everywhere, but leads them to his own mind, and pulls up the thorns, and then puts the seed in, and does not answer at once in all cases to the questions put to him.

Never mind the cream; it will always rise to the top. It's the skim milk that needs good teachers.