A Quote by Paul Smith

I was there [in school] the full time with one teacher, and the student body was never more than 10 or 12 students of all ages. — © Paul Smith
I was there [in school] the full time with one teacher, and the student body was never more than 10 or 12 students of all ages.
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
As a former high school teacher and a student in a class of 60 urchins at St. Brigid's grammar school, I know that education is all about discipline and motivation. Disadvantaged students need extra attention, a stable school environment, and enough teacher creativity to stimulate their imaginations. Those things are not expensive.
I was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.
A teacher had two types of students. One type of student is a close student. The other is also a close student, but not in the sense of physical proximity. The close students rotate a lot.
I was terrible student. I was capable, but I never like being told what to do, so I was always in the bottom class at school. In Australia, a lot of students study to the end of year 10, but don't go on to the final year, and I was asked to leave the school because they just thought I wasn't performing well enough. I used to sneak off to play piano, and defy the rules of the school.
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.
I don't have freedom in the United States to go into a public school and preach the Gospel, nor is a student free in a public school to pray, or a teacher free to read the Bible publicly to the students. At the same time, we have a great degree of freedom for which I am grateful.
We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle.
The point of being a teacher is to do more than impart facts, it's to shape the way students perceive the world, to help a student absorb the rules of a discipline. The teachers who do that get remembered.
Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.
When the students were asked to identify their race on a pretest questionnaire, that simple act was sufficient to prime them with all the negative stereotypes associated with African Americans and academic achievement. If a white student from a prestigious private high school gets a higher SAT score than a black student from an inner-city school, is it because she’s truly a better student, or is it because to be white and to attend a prestigious high school is to be constantly primed with the idea of “smart”?
The kind of teaching that transforms people does not happen if the student’s inward teacher is ignored… we can speak to the teacher within our students only when we are on speaking terms with the teacher within ourselves.
One of my top priorities during the COVID-19 pandemic has been to minimize learning disruptions for Connecticut students and see that every K-12 student has the educational technologies they need to thrive in school.
When I was 12 I worked with someone - it was actually an English teacher at my school, John Woodward. He was the only teacher in the school to have a top-of-the-range Porsche and all the trappings of success, so it was very interesting for me to find out how he did it. He was probably the wealthiest English teacher in the community.
The ideal teacher student relationship exists when the student is better than the teacher.
The main difference in the effectiveness of teaching comes from the thoughts the teacher has had during the entire time of his or her existence and brings into the classroom. A teacher concerned with developing humans affects the students quite differently from a teacher who never thinks about such things.
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