A Quote by Frank Smith

The teachers who get "burned out" are not the ones who are constantly learning, which can be exhilarating, but those who feel they must stay in control and ahead of the students at all times.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
There are times when I feel lazy and just want to stay in bed all day, but I know that working out is the best way to get those endorphins going, which will make me feel better emotionally and physically.
Both teachers and students must move ahead together for the nation to progress.
The pursuit of learning is not a piece of content that can be taught. It is a value that teachers model. Only teachers who are avid, internally motivated learners can truly teach their students the joy of learning.
I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.
Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.
To be a good storyteller one must be gloriously alive. It is not possible to kindle fresh fires from burned-out embers. I have noticed that the best of the traditional storytellers whom I have heard have been those who live close to the heart of things-to the earth, the sea, wind and weather. They have been those who knew solitude, silence. They have been given unbroken time in which to feel deeply, to reach constantly for understanding. They have come to know the power of the spoken word. These storytellers have been sailors and peasants, wanderers and fisherman.
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.
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.
We, Equality 7-2521, were not happy in those year in the Home of the Students. It was not that the learning was too hard for us. It was that the learning was too easy. This is a great sin, to be born with a head which is too quick. It is not good to be different from our brothers, but it is evil to be superior to them. The Teachers told us so, and they frowned when they looked at us.
Teachers are expendable, overworked, underpaid, and many times disrespected by students, parents and higher-ups. Nonetheless, these teachers still show up because there are some who are teachers indeed.
One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.
Education leaders must have the will at times to release leadership to the teachers the parents and the students.
We need to invest in very different ways. Get the students the support they need, get them the best principals, get them the great teachers, and I promise you those students would do extraordinarily well. I have seen it all my life.
There's an assumption that schools are for students' learning. Well, why aren't they just as much for teachers' learning?
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