A Quote by William Glasser
What students lack in school is an intellectual relationship or conversation with the teacher.
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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.
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 was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.
You know, students who major in elementary education - they're going to be grade school teachers - they have the highest rates of math anxiety of any college major. And they bring that into the classroom. So you find students being introduced to math concepts by teachers who may have not only a lack of training but also a lack of enthusiasm about math.
The Socratic teacher turns his students away from himself and back onto themselves; he hides in paradoxes, makes himself inaccessible. The intimate relationship between student and teacher here is not one of submission, but of a contest for truth.
[Not enough is known about solid geometry] and for two reasons: in the first place, no government places value on it; this leads to a lack of energy in the pursuit of it, and it is difficult. In the second place, students cannot learn it unless they have a teacher. But then a teacher can hardly be found.
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.
I think, overall, there is a lack of diversity in the arts. I'm thinking about when I was in grad school: I could probably count on one hand the number of minority students in the graduate school program.
Many couples have never had a conversation about sexuality and sexual boundaries. The presence or lack of sex, the quality of it, the satisfaction and dissatisfaction, the unmet needs. An affair upsets the status quo by not only bringing the subject of sexuality to the forefront but every other aspect of their relationship as well. An affair yields conversation that should have happened in the beginning, but that people were afraid to have because, well, what would that mean about their relationship?
Most naughtiness arises because the children are bored and lack a relationship with the teacher.
The coercive effect of this policy is particularly pronounced in the school setting given the age and impressionability of schoolchildren, and their understanding that they are required to adhere to the norms set by their school, their teacher, and their fellow students.
Ninety percent of the students take the 'preferred lender.' Why? Because that's the nature of the relationship. You trust the school. The school is in a position of authority.
My mom is a public school teacher and works with third grade students.
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.
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.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
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