A Quote by Maxine Hong Kingston
When I'm teaching, I tell my students: It's all process. Don't even think of product.
Related Quotes
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.
The process of education is not generally a process of teaching people to think and ask questions. It ... is mostly one of teaching the young what is and getting them into a mood where they will go on keeping it that way.
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!
I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.
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.
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.
How to tell students what to look for without telling them what to see is the dilemma of teaching.
Due process gives teachers the latitude to use their professional judgment in their classrooms, to advocate for their students, and to not fear retribution for speaking the truth or teaching controversial subjects like evolution. As political winds shift in school districts, due process also wards off patronage or nepotism.
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.
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.
[Students] often have a "We can figure this out - don't just tell us" attitude. In that way, they can be less patient with "traditional" approaches to teaching.
I had to really do some studying and examination of my own songwriting and I realized that, there's not a formula by any stretch of the imagination and aren't any rules, but there are principles. The first one is that art is a process, not a product. In fact, that holds true for damn near everything we do in life. The product is just something that happens. If you're faithful to the process, the product takes care of itself.
My notion of a failed writing workshop is when everybody comes out replicating the teacher and imitating as closely as possible the great original at the head of the table. I think that's a mistake, in obvious opposition to the ideal of teaching which permits a student to be someone other than the teacher. ... The successful teacher has to make each of the students a different product rather than the same.
Invest in the "process" rather than the product. Process living neutralizes the depleting and impoverishing effects of chronically living in anticipation. Even when impossible goals occasionally are reached, satisfactions derived from them are invariably disappointing unless the process has given ample satisfaction along the way.
What I like about teaching is the discipline of finding words to unpack the artistic process. And I admire the drive in students who want to write, the mystery of how artistic talent unfolds.
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