A Quote by Weili Dai

Let students use technologies in the classroom. — © Weili Dai
Let students use technologies in 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
I strive to view my students as unique human beings all of whom come to my classroom with a personal history, cultural perceptions and traditions, goals and aspirations as well as fears and insecurities. By employing the principles of Personalization, I am able to connect with my students in a genuine way in order to build trust, respect and rapport in the classroom.
I'm very struck by what you can do in a classroom. I've got 200 students. You don't do partisan politics in a classroom, that's not appropriate. But you want to give them a strong sense that these are the issues that matter.
As I continue to teach, I have more to offer my students, and as I continue to teach, I have more to learn from my students. I do know some writers who feel very drained when they leave the classroom, and for me this would be a sign that maybe it's time to take a break or refocus because I always leave the classroom even more excited than I was when I walked in.
I wanted my students to leave my classroom loving reading and wanting to read more, and if they left my classroom thinking that reading is boring, then I haven't done my job.
My modus operandi hasn't really changed that much from when I was an English teacher. I wanted my students to leave my classroom loving reading and wanting to read more, and if they left my classroom thinking that reading is boring, then I haven't done my job.
When it comes to my vocabulary, I felt a responsibility when I was teaching to raise the bar of conversation in my classroom. And with my own students, I refused to let them use the phrase "I like" or "I don't like" when we were engaged in a critique.
Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.
I've invented several games for use as teaching tools in my classroom: one of them, a game called 'Iron Age: Council of the Clans,' got so popular among my students that they encouraged me to publish it, which I did.
It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.
Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply.
Bilingual-education advocates say it's important to teach a child in his or her family's language. I say you can't use family language in the classroom - the very nature of the classroom requires that you use language publicly.
Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.
Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.
High-quality alternative educational settings should be available when students violate codes of conduct and need to be removed from the classroom while still maintaining access to instruction. And there must be social, health and psychological services to address students' needs.
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
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