Educational Psychology Quotes

Once children learn how to learn, nothing is going to narrow their mind.

A child correct behind and not before.

The only 'good' learning is that which is in advance of development.

As a graduate student, I wrote a long paper connecting the dots between mathematical models of learning and language development in children. It was published in a major journal.

I don't know, but I think it's quite possible that the more science you teach kids in school the more it turns them off, so I don't know. I mean you never can tell which way it will go.

Like all great teachers he knew that a picture is worth a thousand words and that people learn most quickly by doing something or seeing something done.

Education is one of the subjects which most essentially require to be considered by various minds, and from a variety of points of view. For, of all many-sided subjects, it is the one which has the greatest number of sides.

If you can light the spark of curiosity in a child, they will learn without any further assistance.

A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.

The U.S. has spent billions of dollars on educating and supporting teachers or developing curricula but no resources are applied to 'improving the brain' that a student brings to the classroom.

People learn twenty-five percent from their teacher, twenty-five percent from listening to themselves, twenty-five percent from their friends, and twenty-five percent from time.

I became a cognitive psychologist because I met a bunch of teachers I really liked.

The first gold star a child gets in school for the mere performance of a needful task is its first lesson in graft.

Obedience is the gateway through which knowledge, yes, and love, too, enter the mind of the child.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

I'm not a fan of technology . I'm a fan of pedagogy, of understanding how people learn and the most effective learning methods. But technology enables some exciting changes.

Children are the most learning-hungry beings in the world.

Children, by nature, are keen, passionate and curious. What was referred to as laziness is often merely an awakening of sensitivity, a psychological inability to submit to certain absurd duties, and a natural result of the distorted, unbalanced education given to them. This laziness, which leads to an insuperable reluctance to learn, is, contrary to appearances, sometimes proof of intellectual superiority and a condemnation of the teacher.

The presentation of mathematics in schools should be psychological and not systematic. The teacher, so to speak, should be a diplomat. He must take account of the psychic processes in the boy in order to grip his interest, and he will succeed only if he presents things in a form intuitively comprehensible. A more abstract presentation is only possible in the upper classes.

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.

Teaching someone that doesn't know something forces you to think about almost every single aspect of it, including parts of it that you could sort of take for granted.

Science teachers and the mentally ill, that's all Jazz is for.

All learning is derived from things previously known.

What a teacher needs to know about psychology "might almost be written on the palm of one's hand."

Psychologically, the teaching of abstractions first is wrong. Indeed, a thorough understanding of the concrete must precede the abstract.