A Quote by Gilbert Highet
You [the teacher] do not merely insert a lot of facts, if you teach them [the students] properly. It is not like injecting 500 cc. of serum, or administering a year's dose of vitamins.
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The primary task of a useful teacher is to teach his students to recognize 'inconvenient' facts - I mean facts that are inconvenient for their party opinions.
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.
A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.
I think I am a tough grader, because I feel like it's my job to teach them to write well. I hope my students say I'm a fair teacher.
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.
The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.
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.
It must be remembered that the purpose of education is not to fill the minds of students with facts... it is to teach them to think.
If you're a teacher you have to teach the curriculum, all that stuff, you have to teach morals, you have to teach values, and you have to teach, all-importantly, self-control. Because a lot of kids don't have it.
Year after year students tumble along like the waters of a river. They flow away, and only the teacher is left behind, like some deeply buried rock at the bottom of the current.
Every year I teach dozens of students at the University of Birmingham. Most of the students on the gender and sexuality courses are women. I guess this is because the boys don't think that gender applies to them: that it's a subject for girls.
To do is hard, but to teach is still harder. Do not teach only to teach. Teach to improve the pupil. To be a teacher requires tremendous, vigorous discipline on oneself. We are teachers because somebody demands it from us. But the teacher should first rub his own self, and teach afterwards
A lot of charter schools are non-union schools that take a lot of teachers from alternative tracks, like Teach For America. They do this in part because a lot of charter schools have very strong ideologies around how they want teachers to teach. And they find that starting with a younger or more inexperienced teacher allows them to more effectively inculcate those ideas.
Teach your students real-world writing purposes, add a teacher who models his or her struggles with the writing process, throw in lots of real-world mentor texts for students to emulate, and give our kids the time necessary to enable them to stretch as writers.
You can teach students how to work; you can teach them technique - how to use reason; you can even give them a sense of proportions - of order. You can teach them general principles.
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.
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