A Quote by Layla Moran
As a former teacher, I know how frustrating it must be to watch students walk out of class, particularly if they have important exams on the horizon.
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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.
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.
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?
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.
But the fact is, no matter how good the teacher, how small the class, how focused on quality education the school may be none of this matters if we ignore the individual needs of our students.
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.
It is important to monitor your mind constantly. This is particularly important if you are studying with an enlightened teacher, because you are absorbing tremendous power from the teacher.
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.
I know I learn a lot from the students in my class and I'm not just saying that to sound like some generous teacher.
I have students who are PhDs in music who come back and scored the music and teach the kids the instruments that I don't know how to play. Those are the points of light, the former students.
I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.
I don't know anybody who said, 'I love that teacher, he or she gave a really good homework set,' or 'Boy, that was the best class I ever took because those exams were awesome.' That's not what people want to talk about. It's not what influences people in one profession or another.
When I was a freshman at Yale, one teacher brought me up after class and said, 'You're trying to undermine my class.' And I thought to myself, 'Oh my God, I'm going to be kicked out of school on the first week.' Not only do I not have a sense of self, I don't even know what she's talking about. I don't even know how to undermine anything.
To teach effectively a teacher must develop a feeling for his subject; he cannot make his students sense its vitality if he does not sense it himself. He cannot share his enthusiasm when he has no enthusiasm to share. How he makes his point may be as important as the point he makes; he must personally feel it to be important.
Any good teacher knows how important it is to connect with students and understand our culture.
My teacher in the seventh grade told me that if I didn't fool around during class, I could have 15 minutes at the end of the day to do a comedy routine. Instead of bugging everybody, I'd figure out my routine. And at the end of the day, I'd get to perform in front of my entire class. I thought it was really smart of her. It's amazing how important that was.
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