teaching

Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.

In summary, a good teacher does the following:- never tells a student anything that the teacher thinks is true- never allows himself to be the ultimate judge of his own students' success- teacher practice first, theory second (if he must teach theory at all)- does not come up with lists of knowledge that every student must know- doesn't teach anything unless he can easily explain the use of learning it- assigns no homework, unless that homework is to produce something- groups students according to their interests and abilities, not their ages- ensures that any reward to a student is intrinsic- teaches students things they may actually need to know after they leave school- helps students come up with their own explanations when they have made a mistake- never assumes that a student is listening to what he is saying- never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold- never allows pleasing the teacher to be the goal of the student- understands that students won't do what he tells them if they don't understand what is being asked of them- earns the respect of students by demonstrating abilities- motivate students to do better, and does not help them to do better- understands that his job is to get students to do something- understands that experience, not teachers, changes belief systems- confuses students- does not expect credit for good teaching

An obstacle to the learning is to overlook the students mental level of learning by teachers. Good teachers have a power to make difference between the level of individuals rather than comparing with themselves.

I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about.

If you don__ allow one to become a lion, one will become a sheep. And the world is already filled with sheeps, which is the major cause of the society__ intellectual and moral downfall. For a better future to evolve, where humanism will be an all-pervading virtue and separatism will be a matter of ancient history, the world needs lions.

Sorry. But it isn__ for us to change how things are. I__ just an administrator. You__e just a teacher.___h, I hope I don__ teach. Because look what we did: we saved the zoo animals and the nice children and we damned the afflicted and the blacks. You know what I do every day in that classroom? I do everything in my power to make sure those poor souls won__ learn the obvious lesson.___f I were you,_ said Tom, __ should stick to reading, writing and arithmetic.___ut what good is it to teach a child to count, if you don__ show him that he counts for something?

Sow the seeds of weakness and inferiority in the kids and they__l grow up to be inferior, crawling, insignificant insects. Sow the seeds of courage and they__l become brave-heart leaders who will one day change the course of human history.

The teacher should be like the conductor in the orchestra, not the trainer in the circus.

Our young should be at ease with the fact that every mind works differently, and that there is never an issue if someone__ mind is not adapted to this or that subject, or even to this or that manner of teaching or learning.His mind, in whatever manner it needs to function, is a precious stone in humanity__ treasure, whether he realizes it or not.

Learning means change and change is usually difficult.

An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.

Words are great, but actions speak louder!

You cannot know what I do not tell you, yet you will be judged harshly for not knowing.

For me, education__oth teaching and learning__s about building relationships and developing rapport with students, with parents, and with faculty.

Life is the greatest teacher because it educates even those who really hate to learn.

There are endless books about what every third grader must know that use the idea that factual knowledge is the basis of the ability to read as their justification. Unfortunately, the writers of these tracts have misunderstood the cognitive science behind those statements. It is difficult to read things when you don't understand what they are about, but it does not follow from that thatthe solution is to ram that knowledge down kids' throats and then have them read. It is much more clever to have them read about what they know and to gradually increase their knowledge through stories that cause them to have to learn more in order to make the stories understandable to them.

Try ONE behavior strategy and be consistent. Watch what happens.

Certain things need to be done again and again in life, but those things can be learned only in context, not as an abstraction. Different contexts must be provided in order to motivate students and to provide real world skills that will be remembered, not because they were studied and tested but because they were practicied again and again.