A Quote by Marshall Gregory

The proper end of teaching is to lead our students toward autonomy. — © Marshall Gregory
The proper end of teaching is to lead our students toward autonomy.
I realized that every lesson, conference, response, and assignment I taught must lead students away from me and toward their autonomy as literate people.
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.
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.
Leadership will either lead you into a ditch or lead you into purpose. We need our leaders, especially those who are teaching our young people, to have the right message.
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.
Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.
The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
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.
I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!
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.
Leaders in China and India realize that science and technology lead to success and wealth. But many countries in the West graduate students into the unemployment line by teaching skills that were necessary to live in 1950.
In academe, we ought to temper our criticism of the idea of self-help because, in a more complex way, it is precisely what we offer our students through our teaching.
Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?
Knowing our personal mission further enhances the flow of mysterious coincidences as we are guided toward our destinies. First we have a question, then dreams, daydreams, and intuitions lead us toward the answers, which usually are synchronistically provided by the wisdom of another human being.
Our country and state have a special obligation to work toward the stabilization of our own population so as to credibly lead other parts of the world toward population stabilization.
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