learning effectiveness Quotes

Just as one spoils the stomach by overfeeding and thereby impairs the whole body, so can one overload and choke the mind by giving it too much nourishment. For the more one reads the fewer are the traces left of what one has read; the mind is like a tablet that has been written over and over. Hence it is impossible to reflect; and it is only by reflection that one can assimilate what one has read. If one reads straight ahead without pondering over it later, what has been read does not take root, but is for the most part lost.

But the power of instruction is seldom of much efficacy, except in those happy dispositions where it is almost superfluous.

What is twice read is commonly better remembered that what is transcribed.

For it is humanly certain that most of us remember very little of what we have read. To open almost any book a second time is to be reminded that we had forgotten well-nigh everything that the writer told us. Parting from the narrator and his narrative, we retain only a fading impression; and he, as it were, takes the book away from us and tucks it under his arm.

Education cannot be effective unless it helps a child to open up himself to life.

The bottom line is, if you're not the one controlling your learning, you're not going to learn as well.

People learn what they want to learn. If learning is forced on us, even if we master it temporarily, it is soon forgotten.

Excitement in education and student productivity, the ability to get a result that you want from students, go together and cannot be separated.

It is no learning to understand what you do not retain.

You seek too much information and not enough transformation.

Any piece of knowledge which the pupil has himself acquired- any problem which he has himself solved, becomes, by virtue of the conquest, much more thoroughly his than it could else be. The preliminary activity of mind which his success implies, the concentration of thought necessary to it, and the excitement consequent on his triumph, conspire to register the facts in his memory in a way that no mere information heard from a teacher, or read in a schoolbook, can be registered.

The children were singing beer commercials. If they could learn from beer commercials why can't they learn 1,2, 3 and more.

Knowledge which is acquired under compulsion obtains no hold on the mind.

I prefer home school because you learn more by yourself than when you're around other people because you get distracted.

Just as the largest library, badly arranged, is not so useful as a very moderate one that is well arranged, so the greatest amount of knowledge, if not elaborated by our own thoughts, is worth much less than a far smaller volume that has been abundantly and repeatedly thought over.

The stereograph is a superior kind of text, and a good teacher will not have so much trust in mere print.

College mostly makes people like bladders-just good for nothing but t'hold the stuff as is poured into 'em.

Organizations should try to find out if their learning programs actually work.

There are certain subjects which seem to me can be taught very effectively online, although they aren't.

A week of camp life is worth six months of theoretical teaching in the meeting room.

Cramming seeks to stamp things in by intense application immediately before the ordeal. But a thing thus learned can form but few associations.

So far I've seen the life studies packet used as (1) an umbrella, (2) a makeshift towel, (3) a pillow, and now this. I have never actually seen anyone study with it, which either means that everyone who graduates from Thomas Jefferson will be totally unprepared for life or that certain things can't be learned in bullet-point format.

What we read with inclination makes a much stronger impression. If we read without inclination, half the mind is employed in fixing the attention; so there is but one half to be employed on what we read.

Just as food eaten without appetite is a tedious nourishment, so does study without zeal damage the memory by not assimilating what it absorbs.

Study without desire spoils the memory, and it retains nothing that it takes in.