A Quote by William Glasser
In a Glasser Quality School there is no such thing as a closed book test. Students are told to get out their notes and open their books. There is no such thing as being forbidden to ask the teacher or another student for help.
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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.
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.
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 have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.
It's one thing to make financial aid available to students so they can attend college. It's another thing to design forms that students can actually fill out.
When you ask for help listen. It's one thing to ask the question and it's another thing to listen to the answer. Many people ask questions but they do not like what they hear and so they pretend that they heard nothing at all.
My brother was the first to be home-schooled, and one reason they home-schooled me was so he wouldn't get jealous. Another thing is my mom noticed that I would stress out a lot about school. I would ask my teacher how good my grades were and think about that all the time.
There is plenty of competition in a Glasser Quality School in that there is winning but no losing.
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 tell my students, if you're interested in marine biology or llama farming, follow that string. Yes, it will probably take you a longer time to write that book, but it's not a race. That's another great thing about being a writer: you don't age out.
I don't like the idea of a book being a test or being used for a test. The way - in my opinion - to make good readers is to let kids choose their own books and not test them.
Your chemistry high school teacher lied to you when they told you that there was such a thing as a vacuum, that you could take space and move every particle out of it.
Teachers of design should help a student to find their own voice. In other words, not be a templated version of the teacher, but rather to help them [the students] unfold what they already know and can bring to the table.
The first programming assignment I had in high school was to find the first 100 Fibonacci numbers. Instead, I thought it would be cooler to write a program to get the teacher's password and all the other students' passwords. And the teacher gave me an A and told the class how smart I was.
You could tell from the books whether a library was meant for show or not. Books that were used had an open, interested feel to them, even if closed and neatly lined up on a shelf in strict order with their fellows. You felt as though the book took as much interest in you as you did in it and was willing to help when you reached for it.
I went to school to be a psychiatrist. That's where I was going until I had a teacher-student conference with one of my teachers and there were film school pamphlets, and he said, "You don't belong here. Get out. Go to film school."
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