A Quote by Deborah Meier
The art of good teaching begins when we can answer the questions our students are really trying to ask us, if only they knew how to do so.
Related Quotes
My rule in making up examination questions is to ask questions which I can't myself answer. It astounds me to see how some of my students answer questions which would play the deuce with me.
Writers always sound insufferably smug when they sit back and assert that their job is only to ask questions and not to answer them. But, in good part, it is true. And once you become committed to one particular answer, your freedom to ask new questions is seriously impaired.
Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?
The only thing that happens when I'm teaching is that I hope there are some students out there in the class who will ask questions.
Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.
I don't want to make a depressing movie. I want it to allow us to ask some questions and stay asking those questions. How predetermined are our lives? It's something I don't have the answer to.
The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'
We can each sit and wait to die, from the very day of our births. Those of us who do not do so, choose to ask - and to answer - the two questions that define every conscious creature: What do I want? and What will I do to get it? Which are, finally, only one question: What is my will? Caine teaches us that the answer is always found within our own experience; our lives provide the structure of the question, and a properly phrased question contains its own answer.
Our job is not to answer questions, its to ask the right questions...that get us to the right answer.
In the 1960s when the recording studio suddenly really took off as a tool, it was the kids from art school who knew how to use it, not the kids from music school. Music students were all stuck in the notion of music as performance, ephemeral. Whereas for art students, music as painting? They knew how to do that.
Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.
Questions are the important thing, answers are less important. Learning to ask a good question is the heart of intelligence. Learning the answer-well, answers are for students. Questions are for thinkers.
Younger generations, they ask more questions, like on a recipe. But they ask them online. If my staff doesn't know how to answer it, I will answer.
I think all art - if it's good - is a result of really trying to create something that you can't put into words. Where language ends is where good art begins.
Ask how you’d live your life differently if you knew you were going to die soon, then ask yourself who those people you admire are and why you admire them, and then ask yourself what was the most fun time in your life. The answers to these questions, when seen, heard, and felt, provide us with an open doorway into our mission, our destiny, our purpose.
Every good educator knows that true teaching is to teach kids how to ask the right questions.
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