A Quote by William Glasser
The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
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I often suggest that my students ask themselves the simple question: Do I know how to live? Do I know how to eat? How much to sleep? How to take care of my body? How to relate to other people? ... Life is the real teacher, and the curriculum is all set up. The question is: are there any students?
At the close of life the question will be not how much have you got, but how much have you given; not how much have you won, but how much have you done; not how much have you saved, but how much have you sacrificed; how much have you loved and served, not how much were you honored.
By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: 'The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction — how to teach himself. Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to learn.'
What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.
The only way to know everything is to learn how to think, how to ask questions, how to navigate the world. Students must learn how to teach themselves to use new tools, how to talk to unfamiliar people, and basically how to be brave.
No matter how much you've sinned, no matter how much you've stumbled, no matter how much you fall, no matter how far you've got from God, don't give up. You can still be redeemed. As someone says, keep the faith.
The true measure of a man is not his intelligence or how high he rises in this freak establishment. No, the true measure of a man is this: how quickly can he respond to the needs of others and how much of himself he can give.
It's about enjoying your life. If you have no family, no friends to enjoy it with, it don't matter how much you have, how much success you have, how much fame you have, how much money you have, it doesn't matter.
Indeed, the study of universities and the great men and women who have attended them leads me to think that the best of these schools are characterized not so much by what they teach and how they teach it but by the extent they provide opportunities and encouragement for students to teach themselves.
The most valuable lesson I've ever learned in my life is that life is about family and friends, not about material things or any of that. It's about enjoying your life. If you have no family, no friends to enjoy it with, it don't matter how much you have, how much success you have, how much fame you have, how much money you have, it doesn't matter.
We should teach the students, as well as executives, how to conduct experiments, how to examine data, and how to use these tools to make better decisions.
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.
The true measure of success for the U.N. is not how much we promise, but how much we deliver for those who need us most.
How far you go depends on what you want for yourself, how much you're willing to leave on the floor, and how much you wanna face the fears you have inside of you. It's everything we're all dealing with every day.
To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.
You can teach students how to work; you can teach them technique - how to use reason; you can even give them a sense of proportions - of order. You can teach them general principles.
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