Top 1200 Schools And Teachers Quotes & Sayings

I think any sort of system that gives teachers more opportunities like teacher-led schools is a positive one that's going to lead to better retention in the profession, and it's going to be more intellectually challenging, so teachers stay engaged with their work over the many years of their career.

I emphasize teachers because they are largely left out of the debate. None of the bombastic reports that come from Washington and think tanks telling us what needs to be 'fixed' - I hate such a mechanistic word, as if our schools were automobile engines - ever asks the opinions of teachers.

There's no distinction. A teacher is a preacher. The teachers in public schools are preachers, and the preachers in church are teachers.

It is fitting that the Government of the United States should assume the obligation of the establishment and maintenance of a first-class university for the education of colored menand I wish to put in this caveatthat the colored race today, all of them, would be better off if they all had university education.... Of course, the basis of education of the colored people is in the primary schools and in industrial schools.... In those schools must be introduced teachers from such university institutions as this.

The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

I've focused on making sure we have talented teachers and principals in our schools through proposals like the GREAT Teachers and Principals Act and the Presidential Teachers Corps.

Schools can do extraordinary things given the chance; teachers can do remarkable things if we eliminate the paperwork that sometimes binds them and give them a chance to really teach in our schools.

In America the schools have become too permissive, the kids now are controlling the schools, the tail is wagging the dog. We've got to make a change there and get it back to where the teachers have control of the classrooms.

What I want to see in teacher training is more talk about character education and getting teachers to really think about it. We have been careful not to define what we mean by character but we think the best schools and the best teachers know how they build strong, resilient young people.

Charter schools have a far higher proportion of teachers who are not certified.

Schools often get the teachers they deserve!

I believe that teachers - whether in elementary schools, at the secondary level, or at colleges and universities - every teacher deserves the Nobel Peace Prize just for maintaining order in our schools!

Let's reintroduce corporal punishment in the schools - and use it on the teachers.

Why can't teachers end up owning schools, the way waiters can open their own restaurants?

The public education landscape is enriched by having many options - neighborhood public schools, magnet schools, community schools, schools that focus on career and technical education, and even charter schools.

I would have all the professors in colleges, all the teachers in schools of every kind, including those in Sunday schools, agree that they would teach only what they know, that they would not palm off guesses as demonstrated truths.

Regarding African education in this country, there was a time when the government took no interest whatsoever in African education. It was the churches, that part of civil society, which bought land, built schools, and employed and paid teachers. People like myself, right from grade eight up to university, I was in missionary schools.

My education was dismal. I went to a series of schools for mentally disturbed teachers.

It's time to update traditional public schools, charter schools, home schools, online schools and parochial schools. Let the dollars follow the child instead of forcing the child to follow the dollars, so that every child has the opportunity to attain an education.

I think the problem with schools is not too many incentives but too few. Because of tenure, teachers' unions, and the fact that teachers generally aren't observed in their classrooms, they can do whatever they want in class.

Some day we'll awake, have a reformation of the heart, teach our kids honor and kill a few sex psychologists, put boys in high schools with men teachers (not sissies), close all the girls' finishing schools, shoot all the effeciency experts and become a nation of God's people once more.

Liberals will not let you improve the schools or the educational opportunities for poor people, because they want to maintain their teachers union status quo.

I used to take musical instruments home from elementary school. There were some music teachers there - we all learned instruments. A lot of us got started in public schools. Charlie Parker and Bud Powell, for example. But now there are no more music teachers in public elementary schools. It's like (Senator) Moynihan said, 'benign neglect.' Just let it rot and fester.

We need to make sure teachers are in schools and that children have teachers.

And then the conditions of safety - or lack of safety - for teachers in public schools, and the disparity between public schools and private schools is shameful.

There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.

Punitive measures whether administered by police, teachers, spouses or parents have well known standard effects: (1) escape-education has its own name for that: truancy, (2) counterattack-vandalism on schools and attacks on teachers, (3) apathy-a sullen do-nothing withdrawal. The more violent the punishment, the more serious the by-products.

It is vital that teachers can be paid more without having to leave the classroom. This will be particularly important to schools in the most disadvantaged areas as it will empower them to attract and recruit the best teachers.

There is a tendency to throw computers at third world problems, which I think is often a distraction. Putting computers in the schools is great, but it may be more important to put teachers in the schools.

We can pay teachers a hundred thousand dollars a year, and we'll do nothing to improve our schools as long as we keep the A, B, C, D, F grading system.

Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people.

What we're doing now is we're saying that individual schools can spend the money on their own priorities, so that head teachers can decide what's truly important, because the big shift in approach on education that we're taking - which is different from what happened before - is that we trust teachers and we trust heads.

We don't need mandatory, non-sectarian prayers read over the loudspeaker to 'put God back in schools.' God never left the schools. God is still at work through the hundreds of thousands of gifted teachers and administrators, committed parents, and passionate volunteers who seek to help give our children 'a future with hope.'

When you live in a poor neighborhood, you are living in an area where you have poor schools. When you have poor schools, you have poor teachers. When you have poor teachers, you get a poor education. When you get a poor education, you can only work in a poor-paying job. And that poor-paying job enables you to live again in a poor neighborhood. So, it's a very vicious cycle.

My education in the public schools of New York City between 1932 and 1944 was an excellent preparation for a life in science. Because of the Depression, these schools were able to attract a remarkably talented and dedicated collection of teachers who encouraged their students to strive for the highest levels of accomplishment.

Alberta funds almost all its schools and districts to design and evaluate their own innovations. Teachers are the drivers of change, not the driven.

Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.

Schools were designed by Horace Mann and Barnard Sears and Harper of the University of Chicago and Thorndyke of Columbia Teachers College and some other men to be instruments of the scientific management of a mass population. Schools are intended to produce through the application of formulae, formulaic human beings whose behavior can be predicted and controlled.

I don’t think we’ll get rid of schools any time soon, certainly not in my lifetime, but if we’re going to change what’s rapidly becoming a disaster of ignorance, we need to realize that the institution “schools” very well, but it does not “educate”; that’s inherent in the design of the thing. It’s not the fault of bad teachers or too little money spent. It’s just impossible for education and schooling to be the same thing.

I have not seen that standardised tests make the profession less attractive, though some principals respond to them in a way that drives the best teachers out of their schools (by over-emphasising test prep in the school curriculum for example). On the other hand, great teachers want benchmarks to measure progress and tests can help with that.

Though I was born a Muslim, my father's job as a medical officer meant that we travelled a great deal and I went to Hindi schools, Muslim schools, public schools, C of E and Catholic schools.

Good teachers have joined Presidency from different parts of the country and even abroad. We have got idealistic teachers, and we are relying on their idealism. But state universities pay their teachers less than the central ones. If salary is not on a par with central institutes, teachers would tend to leave for those places.

Kerala is doing well because here the kids are encouraged to compete in sports, both by parents and teachers in schools.

Charter schools are public schools that operate, to a certain extent, outside the system. They have more control over their teachers, curriculum and resources. They also have less money than public schools.

We are having trouble finding teachers to teach STEM. We also need to make sure schools have the resources. Some communities have multiple computers for each student in their schools. Other schools don't have textbooks, let alone computers.

There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools.

The American Federation of Teachers has a long track record of working with administrators, parents, and communities to provide real help to struggling students and low-performing schools. We've learned that intensive interventions, proven programs, and adequate resources can transform students' lives and their schools.

90 percent of American schoolchildren are in public schools. And the emphasis on private schools and charter schools and parochial schools is not unimportant.

Everybody wants to have sex - you don't have to have a baby when you're 16. You don't have to do drugs. I think our Sunday schools should be turned into Black history schools and computer schools on the weekend, just like Hebrew schools for Jewish people, or my Asian friends who send their kids to schools on the weekend to learn Chinese or Korean.

In America our public schools are intended to be religiously neutral. Our teachers and schools are neither to endorse nor to inhibit religion. I believe this is a very good thing.

I grew up in Denmark and was fortunate enough to have access to good schools and thoughtful teachers.

School choice opponents are also dishonest when they speak of saving public schools. A Heritage Foundation survey found that 47 percent of House members and 51 percent of senators with school-age children enrolled them in private schools in 2001. Public school teachers enroll their children in private schools to a much greater extent than the general public, in some cities close to 50 percent.

Schools shouldn't have to choose between serving a student with special needs or cutting an art class, laying off teachers or using outdated textbooks. But these are the positions that far too many schools have been placed in, and only a meaningful acknowledgment of the problem can begin the process of getting them out.

It appears that some school officials, teachers, and parents have assumed that religious expression of any type is either inappropriate or forbidden altogether in public schools; however, nothing in the First Amendment converts our public schools into religion-free zones.

Great teachers and schools expect and nurture quality work and quality performance. Great teachers inspire and demand quality, ever urging their students to higher levels of excellence. They shun mere conformity and expect their students to think and perform to their ever-increasing potential.

A lot of charter schools are non-union schools that take a lot of teachers from alternative tracks, like Teach For America. They do this in part because a lot of charter schools have very strong ideologies around how they want teachers to teach. And they find that starting with a younger or more inexperienced teacher allows them to more effectively inculcate those ideas.

If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.

We will not find the solution to problems of violence, alienation, ignorance, and unhappiness in increasing our security, imposing more tests, punishing schools for their failure to produce 100 percent proficiency, or demanding that teachers be knowledgeable in the subjects they teach. Instead, we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community.

In Finland, within very broad government guidelines, teachers create their own curricula together across schools in every community and district. They don't confine collaboration to their own individual schools and to just implementing other people's ideas.

Instead of just giving lip service to improving our schools, I will actually put the kids first and the teachers union behind in giving our kids better teachers, better options and better choices for a better future.