A Quote by Harbhajan Singh Yogi
I did not come to collect students, but to train teachers.
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Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
Students follow rules. Students complete assignments. The job of students - in part, at least - is to please their teachers. Now, I realize I may be exaggerating a little here, but basically I think I'm right: students do what they're told.
Most teachers of self-discovery have two types of students. They have students they deal with in a more exoteric way than the esoteric students. Esoteric truths are presented to usually a smaller group of students.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
Teachers are expendable, overworked, underpaid, and many times disrespected by students, parents and higher-ups. Nonetheless, these teachers still show up because there are some who are teachers indeed.
Some teachers, the less effective ones, thought that fair meant distributing instruction equally to all students regardless of their needs. The exemplary teachers we studied, however thought fair meant working in ways that evened out differences between students
There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
I served for 42 years on the board of trustees of the largest Presbyterian seminary, Princeton Theological Seminary, and we had brilliant people - teachers and students both-but they did not come up with many new concepts. They weren't invited to come up with new concepts. Anybody who had come up with a new concept would have been under suspicion for being out of step with the tradition or out of step with the teachings of the church.
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.
Good teachers realise that the students are the antenna; they are sensing things that the teachers don't yet sense.
It is sinful for students to badmouth their teachers and sinful for teachers to mislead their students.
What is happening to teachers now across this nation is a disgrace. The attacks on them are a blot on our nation. Teachers and students are not different interest groups. Anyone who demeans teachers demeans education and hurts children.
It is the duty of all teachers, and of teachers of mathematics in particular, to expose their students to problems much more than to facts.
You know, students who major in elementary education - they're going to be grade school teachers - they have the highest rates of math anxiety of any college major. And they bring that into the classroom. So you find students being introduced to math concepts by teachers who may have not only a lack of training but also a lack of enthusiasm about math.
Great teachers and schools expect and nurture quality work and quality performance. Great teachers inspire and demand quality, ever urging their students to higher levels of excellence. They shun mere conformity and expect their students to think and perform to their ever-increasing potential.
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