A Quote by Danica McKellar
Students never think it can be the teacher's fault and so I thought I was stupid. I was frustrated and would come home and cry because I couldn't do it. Then we got a new teacher who made math accessible. That made all the difference and I learned that it's how you present it that makes it scary or friendly.
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In high school, a teacher once suggested that I be a math major in college. I thought, 'Me? You've got to be joking!' I mean, in junior high, I used to come home and cry because I was so afraid of my math homework. Seriously, I was terrified of math.
My mother was an English teacher who decided to become a math teacher, and she used me as a guinea pig at home. My father had been a math teacher and then went to work at a steel mill because, frankly, he could make more money doing that.
Most of the time I liked school and got good grades. In junior high, though, I hit a stumbling block with math - I used to come home and cry because of how frustrated I was! But after a few good teachers and a lot of perseverance, I ended up loving math and even choosing it as a major when I got to college.
I'd never been a teacher before, and here I was starting my first day with these eager students. There was a shortage of teachers, and they had been without a math teacher for six months. They were so excited to learn math.
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.
I noticed there were so many people, especially women, who would come up to me having recognized me from TV and say, 'I heard you were a math person, why math? Oh my gosh, I could never do math!' I could just see their self-esteem crumbling; I thought that was silly, so I wanted to make math more friendly and accessible.
The main difference in the effectiveness of teaching comes from the thoughts the teacher has had during the entire time of his or her existence and brings into the classroom. A teacher concerned with developing humans affects the students quite differently from a teacher who never thinks about such things.
If I'd loved my chemistry teacher and my maths teacher, goodness knows what direction my life might have gone in. I remember there was a primary school teacher who really woke me up to the joys of school for about one year when I was ten. He made me interested in things I would otherwise not have been interested in - because he was a brilliant teacher. He was instrumental in making me think learning was quite exciting.
I chose to be a maths teacher because I thought the marking would be easy. You'd just tick and cross, whereas if you're an English teacher, you've got to read essays. Then they said I had to analyse the methodology. It takes an eternity, it's insane!
I made my drama teacher cry. I only took drama to get out of writing papers in English and the teacher was this thespian Broadway geek and here I was this Italian guy from Staten Island and I would put her in tears.
One time, the teacher was the storehouse of knowledge. That will no longer be so. So what would a teacher do? A very good teacher will play the role of augmenter. Also, the teacher will be located anywhere and helping students.
Oh, stuff the critics. I don't care. Too many people are snooty about classical. Look, I wasn't brought up in a home where we listened to classical music. It was a singing teacher that thought it would be best for my voice. Then I moved into crossover. And if that makes the music accessible to more people, then great.
I was a mimic when I was a child. I mimicked the teacher and made friends that way, actually. That was a very subversive activity, because I was a goody-goody who never got in trouble. But if I went off in the corner and mimicked the teacher, people loved it.
In middle school, I had the best math teacher I've ever had, and he was deaf... and I felt inspired by him. I knew from then on that I wanted to be a math teacher.
I believe it’s impossible to claim you have taught, when there are students who have not learned. With that commitment, from my first year as an English teacher until my last as UCLA basketball teacher/coach, I was determined to make the effort to become the best teacher I could possibly be, not for my sake, but for all those who were placed under my supervision.
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