A Quote by Jean Piaget
What is desired is that the teacher ceased being a lecturer, satisfied with transmitting ready-made solutions. His role should rather be that of a mentor stimulating initiative and research.
Related Quotes
The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.
My grandmother wanted my father to be a teacher because she was a teacher. He didn't go down that road until much later in life; he just kind of retired after almost 20 years as being a visiting lecturer at Stanford, where he got his graduate degree.
I was at a basketball camp when I was a kid and the lecturer used basketball spinning to teach us a lesson on never being satisfied with what you've accomplished. The lecturer talked about how the game of basketball was about learning to control the ball through dribbling and passing and shooting.
In myths and movies, the mentor can play a few roles: they bring the hero a magical gift, teach them how to use a special tool, or help the hero get unstuck. In a presentation setting, the presenter is the mentor. Our role as a presenter is similar to a mentor. We should be brining something of important value to our audience, they should not leave empty handed. There should be something useful and somewhat life-altering that we give them. It's not very often that we sit through a presentation and feel like we've sat at the feet of a mentor, but we should.
Research is one of the Nation's very greatest resources and the role of the Federal Government in supporting and stimulating it needs to reexamined.
As far as being satisfied, I just don't think you should work towards being satisfied. If everybody were satisfied, we'd never get anything done.
The financial crisis just made the hole deeper, which is why our stimulus needs to be both big and smart, both financially and educationally stimulating. It needs to be able to produce not only more shovel-ready jobs and shovel-ready workers, but more Google-ready jobs and Windows-ready and knowledge-ready workers.
It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.
I certainly identify with the role of mentor and, to some degree, maybe teacher. I do a lot of work with kids at the Old Vic.
I never had a black teacher or lecturer, I never once met a black British person who held any sort of professional or managerial role.
The difference in a teacher and a mentor is that a mentor is interested in our soul.
My elder brother is a lecturer in a college in Haryana, and my eldest sister was a teacher. I feel they are more educated than I am. I, too, used to dream of becoming a teacher.
When we believe that we should be satisfied rather than God glorified in our worship, then we put God below ourselves as though He had been made for us rather than that we had been made for Him.
When we believe that we ought to be satisfied, rather than God glorified, we set God below ourselves, imagine that He should submit His own honor to our advantage; we make ourselves more glorious than God, as though we were not made for Him, but He made for us; this is to have a very low esteem of the majesty of God.
The success of any development project is based on encouraging people to shoulder their own responsibilities and become aware of their own capacities, their rights too, rather than providing them with ready-made solutions.
Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.
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