A Quote by Paulo Freire
... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.
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I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.
Accepting the key premise that the learner is the primary customer of schooling means others follow naturally. ... The core business of schooling is learning, and the quality of learning experienced by all learners should be the standard against which performance is measured.
What constitutes a good manager in this field? He must be knowledgeable in the art with which he is concerned, an impresario, labor negotiator, diplomat, educator, publicity and public relations expert, politician, skilled businessman, a social sophisticate, a servant of the community, a tireless leader - becomingly humble before authority - a teacher, a tyrant, and a continuing student of the arts.
Most of us are visual learners. Some of us are auditor learners – we learn by hearing. Many of us are kinesthetic learners. We learn by doing, touching, feeling. I have found … that we need an educational model that is current, that meets the need of our students. America must understand that she needs Muslims.
You cannot be an educator or a teacher without relating to children with full insight. Their urge to imitate has been transformed into a receptivity based on a natural and uncontested relationship of authority, and you must take this into account in the broadest possible sense.
Teachers and learners are correlates, one of which was never intended to be without the other.
I have often thought the best way to define a man's character would be to seek out the particular mental or moral attitude in which, when it comes upon him, he felt himself most deeply and intensely active and alive. At such moments there is a voice inside which speaks and says: This is the real me!.
I'm not an educator ... I'm a learner.
There are moments that define a person's whole life. Moments in which everything they are and everything they may possibly become balance on a single decision. Life and death, hope and despair, victory and failure teeter precariously on the decision made at that moment. These are moments ungoverned by happenstance, untroubled by luck. These are the moments in which a person earns the right to live, or not.
An educator never says what he himself thinks, but only that which he thinks it is good for those whom he is educating to hear.
With ordinary men the moments which are united in a close continuity out of the original discrete multiplicity are very few, and the course of their lives resembles a little brook, whereas with the genius it is more like a mighty river into which all the little rivulets flow from afar; that is to say, the universal comprehension of genius vibrates to no experience in which all the individual moments have not been gathered up and stored.
I divide the world into learners and non-learners.
If learners do not have a roof under which they can learn we are already setting them up for failure.
No one can learn tolerance in a climate of irresponsibility, which does not produce democracy. The act of tolerating requires a climate in which limits may be established, in which there are principles to be respected. That is why tolerance is not coexistence with the intolerable. Under an authoritarian regime, in which authority is abused, or a permissive one, in which freedom is not limited, one can hardly learn tolerance. Tolerance requires respect, discipline, and ethics.
When i get home, I sit on the front step and take deep breaths of the cool spring air for a few minutes. My mother was the one who taught me to steal moments like those, moments of freedom, though she didn't now it. I watched her... But I learned something else from watching her too, which is that the free moments always have to end.
Students become good learners when they are in the classes of teachers who are good learners.
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