A Quote by Howard Gardner
The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.
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When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
Whenever I'm teaching teenagers, I always try to treat them, like, a little bit more gently but the same that I treat adults.
When I began teaching, my colleagues and I quickly realized that our students didn't have access to the same resources we had growing up. We knew there were supplies and resources that could help our students, but our school district simply couldn't afford them.
The same old dumb teachers teaching the same old dumb subjects in the same old dumb school. I seem to be kind of losing interest in everything. At first I thought high school would be fun but it's just dull. Everything's dull. Maybe it's because I'm growing up and life is becoming more blase.
One of the things I miss about teaching is that students would tell me what I ought to read. One of my students, back in the 1960s, put me onto Borges, and I remember another mentioning Flann O'Brien's At Swim Two-Birds in the same way.
We have been teaching 'Paradise Lost' and 'Julius Caesar' to the students but we are not teaching them 'Kalidas' or Indian drama and epics.
If you know people with Type 2 diabetes, there's a high likelihood they will have different medication regimes and different lifestyle options. When we label all these various types as the same thing, we treat them the same way, and they should not be treated the same way.
I love to write. I used to be a math teacher. And I like the idea that other people could write about the same subjects, but no one would write it just the way I do. It's very individual: a child could write the same story as somebody else, but it wouldn't come out the same.
All major cities are the same. People have the same sensibilities and they get afraid of the same subjects, groaning at the same things.
The same things that we hurray and support in other places, like people like Nelson Mandela, our prisoners were doing the same thing, and they were captured and convicted of the same things. And we should remember them and treat them like the heroes they are.
I have little interest in a surgeon who says, "I learned that when I was in medical school. Why should I revisit it?" or who says, "I've done that operation the same way for ten years. Don't bother me with new approaches." I see teaching in the same way.
The general feeling is, if you don't treat everyone the same you're showing partiality. To me, that's when you show the most partiality, when you treat everyone the same. You must give each individual the treatment that you feel he earns and deserves, recognizing at all times that you're imperfect and you're going to be incorrect oftentimes in your judgment.
You should have the same rules for boys and girls at homes. You should ask them the same questions because there is a defect in the way we are raising our kids. You have to give them the same liberties, the same treatment, and the same freedom.
I was doing a lot of teaching on my online guitar school and I started to use vocal melodies as a way of teaching my students. To be able to do that, I had to learn them myself.
Why is it that when we had rotary phones, when we were having folks being crippled by polio, that we were teaching the same way then that we're doing right now?
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