A Quote by Carol Ann Tomlinson

Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.
What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.
Law school has been described as a place for the accumulation of learning. First-year students bring some in; third-year students take none away. Hence it accumulates.
Safety is a basic human need. People with a sense of security and belonging are stabilized for learning, creating, innovating. A group of wonderfully cared for, confident individuals will generate great ideas.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
Arriving to class late is disruptive of the learning process. I think that it is disrespectful to both the instructor and the students. I generally find a problem with students being tardy to my 9:10 a.m. class, in which students would come in thirty minutes late to this fifty minute class. I started locking my door at 9:15 second semester.
I believe that our teachers need more freedom to be creative in the classroom in order to maximize the time students spend learning, not the time they spend taking tests.
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.
I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.
College is supposed to be a place that prepares its students for the real world. That's the entire purpose of attending! Learning how to be an engaged citizen is something that should be encouraged in this kind of environment, not restricted.
As I continue to teach, I have more to offer my students, and as I continue to teach, I have more to learn from my students. I do know some writers who feel very drained when they leave the classroom, and for me this would be a sign that maybe it's time to take a break or refocus because I always leave the classroom even more excited than I was when I walked in.
When students cheat on exams, it's because our school system values grades more than students value learning.
We must empower educators to provide the best learning environment possible for students.
The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.
[Not enough is known about solid geometry] and for two reasons: in the first place, no government places value on it; this leads to a lack of energy in the pursuit of it, and it is difficult. In the second place, students cannot learn it unless they have a teacher. But then a teacher can hardly be found.
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