A Quote by Carl Rogers
I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.
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It is the teacher - what the teacher knows and can do - that is the most significant factor in student achievement.
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.
We not only believe what we see, to some extent we see what we believe ...The implications of our beliefs are frightening.
When the uncapped potential of a student meets the liberating art of a teacher, a miracle unfolds.
A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.
Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.
...a student attains 'higher order thinking' when he no longer believes in right or wrong". "A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student's fixed beliefs. ...a large part of what we call teaching is that the teacher should be able to use education to reorganize a child's thoughts, attitudes, and feelings.
Tall oaks grow from little acorns.Testing. This is the text of an item. Testing. Origin. Testing. Quoted. Testing. Source. The diligent farmer plants trees, of which he himself will never see the fruit.
Focusing-Oriented Art Therapy is a major contribution to art therapy literature and practice. Laury Rappaport introduces a contemplative method and philosophy grounded in the body's felt-sense of experience and its innate and largely unrecognized wisdom. This intellectually provocative, yet thoroughly practical text, establishes Rappaport as an emergent leader in the art therapy world and author of a book that every student and art therapist must read in order to appreciate the depth and breadth of our discipline.
In order to be a teacher you've got to be a student first
The ideal teacher student relationship exists when the student is better than the teacher.
Learning should be engaging. Testing should not be the be all and end all. All students should have a broad curriculum that includes the arts and enrichment. Students should have opportunities to work in teams and engage in project-based learning. And student and family well-being should be front and center.
The student ends up lusting after time with the teacher, hanging on her every word, and forgetting that this is about him or her, the student, not the teacher.
Learning is most often considered. a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.
From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.
If you have trouble with finding things you should get into some kind of therapy with a good therapist if you need, I mean I just believe in therapy for everybody. I really do. I don't think any body can escape it.
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