A Quote by David Gergen
The proudest moment for [a teacher of leaders] is seeing not what students learn but what they do.
Related Quotes
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.
People come to a teacher to learn self-discovery. A teacher who just wants to keep you on a string forever, the god-guru concept, a teacher like that is very abusive. Those people are actually usually taking their students energy.
Students learn as much for a teacher as from a teacher.
The most successful classes are those where the teacher has a clear idea of what is expected from the students and the students know what the teacher expects from them.
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.
The teacher "teaches" and the students "sit and listen" or learn passively.
[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.
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.
Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.
I know I learn a lot from the students in my class and I'm not just saying that to sound like some generous teacher.
If the attitude of the teacher toward the material is positive, enthusiastic, committed and excited, the students get that. If the teacher is bored, students get that and they get bored, quickly, instinctively.
JROTC students make a commitment to serve their communities at an early age, and they learn the discipline and habits to be future leaders.
I was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.
When classes are small enough to allow individual student-teacher interaction, a minor miracle occurs: Teachers teach and students learn
The kind of teaching that transforms people does not happen if the student’s inward teacher is ignored… we can speak to the teacher within our students only when we are on speaking terms with the teacher within ourselves.
As long as I can remember, I've wanted to be a teacher, but a turning point for me was attending HBS as an MBA student. What I experienced was the power of the case method - that is, how much students can learn, not by listening to lectures, but by engaging in an intense discussion. This can be an exciting way to learn and a powerful one, because it really gets all the synapses to connect.
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