A Quote by Terrence Malick
I was not a good teacher; I didn't have the sort of edge one should have on the students, so I decided to do something else.
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Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.
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.
Within the yogic philosophy, the edge is considered to be my creative teacher from whom I can learn about myself. If I approach this teacher/edge with love, sensitivity and awareness, I will discover that my teacher/edge will move and allow me a greater range of motion.
One time, the teacher was the storehouse of knowledge. That will no longer be so. So what would a teacher do? A very good teacher will play the role of augmenter. Also, the teacher will be located anywhere and helping students.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
The most successful classes are those where the teacher has a clear idea of what is expected from the students and the students know what the teacher expects from them.
As a teacher with over thirty years of experience, I've found that students are hungry for material that goes beyond simply learning tune after tune. In fact, my students suggested a good portion of the material presented here. This lesson should be an indispensable aid to the aspiring bluegrass banjoist.
My mom was a piano teacher. It turned into something of a competition between me and her students... I liked the idea that I needed to be better than everybody else.
I am firm in my belief that a teacher lives on and on through his students. Good teaching is forever and the and the teacher is immortal.
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.
My dad, who was a teacher, used to tell me that a teacher's goal should be for every one of their students to get an A. If that's your goal every day - to make every student or player learn - then it doesn't matter if you won last year or didn't win. When next year's team shows up, I try to help every player become as good as they can be.
If a teacher wants to know something why doesn't she look it up herself instead of making we students do it? We benefit ourselves more by listening to her, after all she's the teacher!
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
In my teens, I developed a passionate idolatry for a teacher of English literature. I wanted to do something that he would approve of more, so I thought I should be some sort of a scholar.
Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
If the attitude of the teacher toward the material is positive, enthusiastic, committed and excited, the students get that. If the teacher is bored, students get that and they get bored, quickly, instinctively.
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