A Quote by David A. Kolb
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.
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Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
You are going to have to give and give and give, or there's no reason for you to be writing. You have to give from the deepest part of yourself, and you are going to have to go on giving, and the giving is going to have to be its own reward. There is no cosmic importance to your getting something published, but there is in learning to be a giver.
One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.
Leadership is a team sport - learning to work with others is a critical skill. This means articulating a clear vision, setting priorities, giving coaching, getting coaching and learning to seek advice from the team. All these activities
Prayer is not a matter of getting what we want the most. Prayer is a matter of giving ourselves to God and learning His laws, so that He can do through us what He wants the most.
We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle.
No matter how poorly our lives seem to be going, we can become part of a greater flow of good and increase our awareness by doing something more than we have to do-by giving of ourselves. One of the keys to prosperity is realizing that prosperity doesn't come by getting more-it comes by giving more! We can prosper by emphasizing what we are giving rather than concentrating on what we are getting.
Knowledge passes from dance teacher into the student through the process of mane, which is often translated as imitation, but learning to dance is more a process of total identification than of simple copying. We repeat the movements of our teachers until we can duplicate them exactly, until, in a sense, we have absorbed the teacher's mastery into ourselves. Artistic technique must be fully integrated into the cells of our bodies if we are to use it to express what is in our hearts, and this takes many years of practice.
Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.
In many places, classrooms are overcrowded and curricula are outdated. Most of our qualified teachers are underpaid, and many of our paid teachers are unqualified. So we must give every child a place to sit and a teacher to learn from. Poverty must not be a bar to learning, and learning must offer an escape from poverty.
The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.
Isolating the student from large sections of human knowledge is not the basis of a Christian education. Rather it is giving him or her the framework for total truth, rooted in the Creator's existence and in the Bible's teaching, so that in each step of the formal learning process the student will understand what is true and what is false and why it is true or false.
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.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
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.
As I get, I give. Giving as you get is critical. It has everything to do with being happy for yourself, and making others happy is the cause of making yourself happy, and it's the cycle of giving and getting.
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