A Quote by Michael Bennet
To get enough of the teachers we need, teaching has to be a great job where talented people are supported and rewarded.
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I need to stress that I could not be more supportive of great teachers and great teaching, no matter what kind of delivery vehicle they are teaching through. We have to support great teachers. They just have to be freed up to do what they do best.
In the sense that people who produce things and work get rewarded, statistically. You don't get rewarded precisely for your effort, but in Russia you got rewarded for being alive, but not very well rewarded.
Suffer me never to think that I have knowledge enough to need no teaching, wisdom enough to need no correction, talents enough to need no grace, goodness enough to need no progress, humility enough to need no repentance, devotion enough to need no quickening, strength sufficient without Your spirit; lest, standing still, I fall back for evermore.
In education, I'm going to try to find what works. One thing I want to do is improve the quality of teachers. There are a lot of people who want to go into teaching; it's fundamentally a very fulfilling profession. But people don't feel they have financial support. We pay starting teachers in particular too little to attract the quality people that we need. I want to make it easier for good people who want to go into teaching to do that.
You never know why or when the next job is coming. I actually like that. It's kind of exciting. I don't punch in. I don't have a 9 to 5 job. When you do work you're lucky enough to go to interesting places and meet mostly interesting and talented people, so it's really a great job if you can work.
We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.
I've focused on making sure we have talented teachers and principals in our schools through proposals like the GREAT Teachers and Principals Act and the Presidential Teachers Corps.
Teaching is a creative profession, not a delivery system. Great teachers do [pass on information], but what great teachers also do is mentor, stimulate, provoke, engage.
I'm fortunate enough that every job I do seems to be, at the very least, teaching me something fantastic. I make new friends. I work with talented people. And each project and experience seems to be better than the last. I seem to be topping myself all the time. I think to myself: "It can't get better, it can't get better..." And then something happens that makes me feel like I'm truly richer for the experience.
I was fortunate enough to make it to where I want to be. There could be other kids as talented or more talented than me in whatever they want to be but don't have the resources to pursue their dream. Maybe they have to get a job instead to help their mom with the bills.
Great teachers should be rewarded.
I had great teachers, great ensembles, and great companies to work with who supported my career.
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.
The job of a leader, the job of a governor, the job of a president is to get the people in the room and to bang enough heads together and rub enough arms and cajole enough to have them put the country's and the state's greater interests ahead of their own personal interests.
Better teacher pay combined with scholarships in exchange for teaching in our public schools can help North Carolina attract and keep talented teachers.
We disagree with the assertion that great teachers can be replaced by online alternatives. The futuristic claim that technology will triumph over teachers ignores all the social and relational dimensions of teaching and learning.
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