teaching

I have hopein who I am becoming.I have belief in every scar and disgraceful wordI have ever spokenor been toldbecause it is still teaching meand I have hope in who I am becoming.They say it takes 756 days to run to someone you loveand they also say that the only romance worth fighting foris the one with yourselfand I know by nowthat they say a lot of things,people talking everywherewithout saying a word,but if it took me all those years to learn myselfor teach myselfhow to look into the mirrorwithout breaking itI know for a fact that it was a fight worth fighting.I stood up for my own head and so did my heartand we are coming to terms with ourselves.Shaking hands, saying __et__ make this workfor we have places to goand people to seeand we will need each other__o I have hopein who I am becoming.It__ Julyand I have hope in who I am becoming.

MotherHushed and sacred silencefills the dawning skyI ponder in this momentof our journey which is nigh...

The creative impulse can be killed, but it cannot be taught...What a teacher can do...in working with children, is to give the flame enough oxygen so that it can burn. As far as I'm concerned, this providing of oxygen is one of the noblest of all vocations.

If teaching is reduced to mere data transmission, if there is no sharing or excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?

At the very basic level all people are creators. We are all creating at every moment.

Prove to the world that you are alive, let your words breathe life into the nostrils of the universe.

While teachers often complain that their students seem to do very little thinking, teachers who simply follow the manual should understand that they are actually contributing to the problem. Students seldom learn to think under the tutelage of teachers who do not think either.

Our students sometimes use their creativity to do wrong things, and we therefore conclude that we must keep them from being creative. But evil cannot be blamed on creativity. (p31)

Most Christian teachers would profess to believe that their students are made in the image of God. . .Classroom practices, however, often reveal that students are not treated accordingly. They are not challenged to think through issues and carefully examine the various positions relevant to the issue. Instead they are simply given information as correct answers to be remembered and reproduced on a test or in some other written form. Rather than create an art project that reveals something about the way they view the world, they are given specific instructions for completing each step of the project and criticized, for example, if the trees are not green. While verbally teaching Johnny that he is an important person, a teacher may employ a learning model or classroom discipline system that clearly treats him as on object to be shaped and controlled by a system. . . (p18)

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.

No matter what your circumstance, if you provide kids with creative ammunition, they will blast holes into an oppressive reality, and conceive limitless worlds.

We must humble ourselves before [others] so we may learn from what others have lived. It is only when we have added their expertise to our own that we can truly excel towards our most ambitious goals and reach our fullest potential.

We must become what we wish to teach.

When everyone believes they are the life coaches, who are the players?

Even the tallest trees always begin as a seed.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It__ a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

The commonest error of the gifted scholar, inexperienced in teaching, is to expect pupils to know what they have been told. But telling is not teaching. The expression of facts that are in one's mind is a natural impulse when one wishes others to know these facts, just as to cuddle and pat a sick child is a natural impulse. But telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. (p. 61)