Pedagogical Methods Quotes

There are two kinds of teachers: the kind that fill you with so much quail shot that you can't move, and the kind that just gives you a little prod behind and you jump to the skies.

Schools teach the need to be taught.

Repetition is the mother of pedagogy

Plasticene and self-expression will not solve the problems of education. Nor will technology and vocational guidance; nor the classics and the Hundred Best Books.

Education, as conceived today, is something separated both from biological and social life.

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.

But the school in which good training is most practiced will, as a rule, turn out the best scholars.

The average schoolmaster is, and always must be, an ass.

Whoever controls the education of our children controls the future.

I have never really done any teaching and maybe I should have done. I am not power-mad enough.

I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think. Whereas, if the child is left to himself, he will think more and better, if less showily.

In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.

It's important that kids learn, but I really don't like all the testing, testing, testing.

That's all teaching is; arranging contingencies which bring changes in behavior.

Let the main object... to seek and to find a method of instruction, by which teachers may teach less, but learners learn more.

There is a great need for a new approach, new methods and new tools in teaching, man's oldest and most reactionary craft. There is great need for a rapid increase in the productivity of learning. There is, above all, great need for methods that will make the teacher effective and multiply his or her efforts and competence. Teaching is, in fact, the only traditional craft in which we have not yet fashioned the tools that make an ordinary person capable of superior performance. In this respect, teaching is far behind medicine, where the tools first became available a century or more ago.

The teachers don't know anything. What are the kids going to learn with a horrible education system?

To know how to suggest is the art of teaching.

My modus operandi hasn't really changed that much from when I was an English teacher. I wanted my students to leave my classroom loving reading and wanting to read more, and if they left my classroom thinking that reading is boring, then I haven't done my job.

There are teachers and students with square minds who are by nature meant to undergo the fascination of catagories. For them, 'schools' and 'movements' are everything; by painting a group symbol on the brow of mediocrity, they condone their own incomprehension of true genius.

In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.

Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.

Education is suffering from narration sickness.

Teaching at university isn't like teaching in an art school.