A Quote by Susan Mann

Instead of being the 'font of all knowledge,' teachers are required to be effective facilitators of student learning both within and outside the classroom at any time. — © Susan Mann
Instead of being the 'font of all knowledge,' teachers are required to be effective facilitators of student learning both within and outside the classroom at any time.
Teachers have told us across the country that what's severely outdated is the teacher at the front of the classroom as the font of knowledge, because as we know, access to knowledge and information is now ubiquitous. So instead, teachers want to help students learn how to think so that they can be lifelong learners.
School systems now routinely have more administrators than classroom teachers. They have armies of counselors and therapists and nutritionists and 'multi-cultural learning facilitators.'
Knowledge about yourself binds, weighs, ties you down; there is no freedom to move, and you act and move within the limits of thatknowledge. Learning about yourself is never the same as accumulating knowledge about yourself. Learning is active present and knowledge is the past; if you are learning to accumulate, it ceases to be learning; knowledge is static, more can be added to it or taken away from it, but learning is active, nothing can be added or taken away from it for there is no accumulation at any time.
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.
By its very definition, civic responsibility means taking a healthy role in the life of one's community. That means that classroom lessons should be complemented by work outside the classroom. Service-learning does just that, tying community service to academic learning.
I believe that our teachers need more freedom to be creative in the classroom in order to maximize the time students spend learning, not the time they spend taking tests.
Juggling produces both practical and psychological benefits.... A woman's involvement in one role can enhance her functioning in another. Being a wife can make it easier to work outside the home. Being a mother can facilitate the activities and foster the skills of the efficient wife or of the effective worker. And employment outside the home can contribute in substantial, practical ways to how one works within the home, as a spouse and as a parent.
Our highly qualified teachers not only work hard, but they care about each and every student that enters their classroom. I thank you, Montana teachers, for your sense of duty and compassion to our precious future generation.
Learning is most often considered. a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.
There is no jewel in the world comparable to learning; no learning so excellent both for Prince and subject, as knowledge of laws; and no knowledge of any laws so necessary for all estates and for all causes, concerning goods, lands or life, as the common laws of England.
The most elusive knowledge of all is self-knowledge and it is usually acquired laboriously through experience outside the classroom.
Television didn't transform education. Neither will the internet. But it will be another tool for teachers to use in their effort to reach students in the classroom. It will also be a means by which students learn outside the classroom
Teachers support evaluations based on multiple measures: student growth, classroom observation and feedback from peers and parents.
I had a few teachers when they would hear a noise they would immediately be like, 'Nadine, outside!' I spent about two years standing outside the physics classroom.
The U.S. has spent billions of dollars on educating and supporting teachers or developing curricula but no resources are applied to 'improving the brain' that a student brings to the classroom.
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