A Quote by Marva Collins

I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities. — © Marva Collins
I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities.
I believe in teaching just a few students, as teaching requires a constant alert observation on each individual in order to establish a direct relationship. A good teacher cannot be fixed in a routine, and many are just that. During teaching, each moment requires a sensitive mind that is constantly changing and constantly adapting.
There are very few real teachers. Teaching is not a job; it is a vocation. To be a great one many qualities must be combined: love of truth, knowledge, reverence, loving concern for one's students, clarity and patience.
I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.
Teaching means creating situations where structures can be discovered.
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 see apostasy in many ways occurring in Evangelical churches that really aren't teaching the truth of God's word. I do believe that some churches have become entertainment centers and a teaching a type of prosperity Gospel rather than teaching God's word.
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.'
We have been teaching 'Paradise Lost' and 'Julius Caesar' to the students but we are not teaching them 'Kalidas' or Indian drama and epics.
For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.
From an early age, my initiative took many forms - teaching myself magic so I could do magic shows, buying wholesale goods and then selling them to other kids, learning many languages.
Teaching is learning. When you're teaching full-time you have to do research, stay current.
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.
It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.
When I got to college, I discovered how many incredible opportunities NASA offered students pursuing a career in the space industry.
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