A Quote by Rick Riordan

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.
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.
A classroom atmosphere that promotes reading does not come from the furniture and its placement as much as it comes from the teacher's expectation that students will read.
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.
A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.
I think reading intelligent expressions of different points of view is a good thing, and there is a way in which being in academia in a classroom at the University probably gives you, can give you an academic view of things, and reading actual real time debates about what should we do in Syria or the Buffett rule, budget issues...gives you a kind of sense that's hard to get in a classroom.
Reading with an eye towards metaphor allows us to become the person we’re reading about, while reading about them. That’s why there is symbols in books and why your English teacher deserves your attention. Ultimately, it doesn’t matter if the author intended the symbol to be there because the job of reading is not to understand the author’s intent. The job of reading is to use stories as a way into seeing other people as a we ourselves.
I'd love to see more middle and high school teachers who are not teaching English develop classroom libraries. Our message to kids should be that reading is for everyone.
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.
Reading can be just feeding, but smart reading takes us further. The classroom is one way to go deeper, but we can't stay in school forever.
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
When you empower and teach a teacher how to break down barriers, bring innovation and excitement to the classroom, every student in that classroom learns.
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.
If we are always reading aloud something that is more difficult than children can read themselves then when they come to that book later, or books like that, they will be able to read them - which is why even a fifth grade teacher, even a tenth grade teacher, should still be reading to children aloud. There is always something that is too intractable for kids to read on their own.
I didn't really like reading much before I did 'The Golden Compass'. But then my teacher told me to read it. And I thought, 'Oh God, I'm going to have to read a whole book by myself!' It's not that I couldn't read, it's just that I didn't really like books very much. But the book that she lent me I really enjoyed.
Somewhere in this process, I begin reading and showing my book to my audience. When I say my audience, I mean a single imaginary child who is a blend of myself as a young person, the students in my wife's classroom of first- through third-graders, and the students from two classrooms I visit regularly in the Bronx, New York.
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.
This site uses cookies to ensure you get the best experience. More info...
Got it!