A Quote by Joe Harris

I strive to view my students as unique human beings all of whom come to my classroom with a personal history, cultural perceptions and traditions, goals and aspirations as well as fears and insecurities. By employing the principles of Personalization, I am able to connect with my students in a genuine way in order to build trust, respect and rapport in the classroom.
Television didn't transform education. Neither will the internet. But it will be another tool for teachers to use in their effort to reach students in the classroom. It will also be a means by which students learn outside the classroom
Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply.
I'm very struck by what you can do in a classroom. I've got 200 students. You don't do partisan politics in a classroom, that's not appropriate. But you want to give them a strong sense that these are the issues that matter.
As I continue to teach, I have more to offer my students, and as I continue to teach, I have more to learn from my students. I do know some writers who feel very drained when they leave the classroom, and for me this would be a sign that maybe it's time to take a break or refocus because I always leave the classroom even more excited than I was when I walked in.
It's very hard to find good and wholesome, edifying and challenging writing for the students to perform. In my classroom I strive to do that as best as I can.
I wanted my students to leave my classroom loving reading and wanting to read more, and if they left my classroom thinking that reading is boring, then I haven't done my job.
And that's actually the brunt of what we do is, people going straight from their workplace, straight from home, straight into the classroom and working directly with the students. So then we're able to work with thousands and thousands more students.
We believe Skype in the Classroom will be a milestone in inspiring the next generation of social entrepreneurs and we can't wait to connect students with TOMS partners.
My modus operandi hasn't really changed that much from when I was an English teacher. I wanted my students to leave my classroom loving reading and wanting to read more, and if they left my classroom thinking that reading is boring, then I haven't done my job.
Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.
How can we expect students to succeed when they're worried about where they'll sleep, what they'll eat, and how they'll connect to the classroom?
It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.
Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.
Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
I miss the classroom and the bit I miss the most is the one-on-one personal interactions with the students, those moments when they surprise you with their insightfulness, or their cheekiness.
Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.
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