teaching approach Quotes

You won't catch me giving clear lectures.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

In the education of children there is nothing like alluring the interest and affection; otherwise you only make so many asses laden with books.

Our office acts like a kind of educational establishment and we are very careful who we educate.

The task of the modern educator is not to cut down jungles, but to irrigate deserts.

I was lucky to have a guitar teacher who asked me what I wanted to learn. I brought in "High & Dry" by Radiohead and "Mr. Jones" by Counting Crows and he was like, "Alright, I'm gonna teach you these, but you're also gonna learn some stuff that I want you to learn." He taught me Jimi Hendrix and Eric Clapton, so I was getting the technical stuff and the fun stuff.

If you have forgotten how to be a child you cannot teach children.

I don't believe a mistake-free learning environment exists.

My mantra was to educate people - to actually give them the know-how they could use - and to do it in a very subversive kind of way. I would entertain them, and I was going to teach them whether they knew it or not.

The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.

Compulsory education... It is a painful, continual, and difficult work; to be done by kindness, by watching, by warning, by precept, and by praise, — but above all — by example.

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.

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

Instruction begins when you, the teacher, learn from the learner; put yourself in his place so that you may understand . . . what he learns and the way he understands it.

I recall that my workshop leaders were tactful in their ways of acquainting me with my shortcomings as a writer. So much so that I hardly realized they were doing it. I want always to keep that sort of thing in mind when I'm teaching. The way you get better in everything in this life is to make mistakes. Otherwise you're probably doing it right by accident. But you have to do everything wrong before you can really start with some authority to do it right.

In Acts 14:1, we are told, "At Iconium Paul and Barnabas went as usual into the Jewish synagogue. There they spoke so effectively that a great number of Jews and Gentiles believed." This is what should be sought in Christian schools, not just teaching, but effective teaching. Christian content alone is insufficient. It must be presented in a certain way, and that way cannot be reduced to technique. Nevertheless, God has graciously made it possible to bring people the truth by how the truth is presented.

In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.

I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanized or de-humanized.

You cannot be an educator or a teacher without relating to children with full insight. Their urge to imitate has been transformed into a receptivity based on a natural and uncontested relationship of authority, and you must take this into account in the broadest possible sense.

... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.

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

Every good educator knows that true teaching is to teach kids how to ask the right questions.

More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given

You've got to accept the fact that you are basically not teaching a subject, you are teaching children

Teaching should be such that what is offered is perceived as a valuable gift and not as hard duty. Never regard study as duty but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.