teaching

American attitudes toward teachers are frankly incoherent. We want outstanding people to enter the field but provide little incentive to do so. We expect teachers to be able to educate every child, including one for whom the obstacles to learning originate outside the school. They should be able to do this without adequate training, having figured it out on their own.

The purpose of teaching is learning and learning is changed behavior.

This question of grades being coercive, and of politics being inherent in teaching, applies not only to writing, but to all fields. Mathematics, science, economics, history, religion, are all just as deeply and necessarily political. To believe they__e not__o believe, for example, that science (or mathematics, economics, history, religion, and so forth: choose your poison) describes the world as it is, rather than acting as a filter that removes all information that does not fit the model and colors the information that remains__s in itself to take a position, one that is all the more powerful and dangerous because it is invisible to the one who holds it.

Since in early youth it cannot be known what ends are likely to occur to us in the course of life, parents seek to have their children taught a great many things, and provide for their skill in the use of means for all sorts of arbitrary ends, of none of which can they determine whether it may not perhaps hereafter be an object to determine their pupil, but which it is at all events possible that he might aim at; and this anxiety is so great that they commonly neglect to form and correct their judgement on the value of the things which may be chosen as ends.

I probably felt more resentment for what I personally was to suffer than for the wrong they were doing to anyone and everyone. But at that time I was determined not to put up with badly behaved people more out of my own interest than because I wanted them to become good people.

...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves.

Music and symbols, they're older than human race.Prehuman beings used them to teach early mankind.

Jack Woodson is currently living and working in Dallas, TX. He has forty children, and all of them have different mothers.

The task of teaching has never been more complex and the expectations that burden teachers are carried out in antiquated systems that offer little support__nd yet, teachers are finding success every day.

Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.

There was a time we laughed at the old guys up on the hill. The ones who graduated a couple of years before us, and who would hang around the school and the ballpark still, and would sit on the hoods of their cars and tell us how when they were seniors they did it better, faster, and further. We laughed, because we were still doing it, and all they could do was talk. If our goals were not met, there was next year, but it never occurred to us that one day there would not be a next year, and that the guys sitting on the hoods of their cars at the top of the hill, wishing they could have one more year, willing to settle for one last game, could one day be us.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation.This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid.We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school?"If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five__hey are most likely to be poor or minority students__re bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

I have always had the greatest respect for students. There is nothing I hate more than condescension__he attitude that they are inferior to you. I always assume they have good minds.

Real mystery - the very reason to read (and certainly write) any book - was to them a thing to dismantle, distill and mine out into rubble they could tyrannize into sorry but more permanent explanations; monuments to themselves, in other words. In my view all teachers should be required to stop teaching at age thirty-two and not allowed to resume until they're sixty-five, so that they can live their lives, not teach them away - live lives full of ambiguity and transience and regret and wonder, be asked to explain nothing in public until very near the end when they can't do anything else. Explaining is where we all get into trouble.

As Mary delivered what was to be her last lecture about the Galapagos Islands, she would be stopped mid-sentence for five seconds by a doubt which, if expressed in words, might have come out something like this: "Maybe I'm just a crazy lady who had wandered off the street and into this classroom and started explaining the mysteries of life to these people. And they believe me, although I am utterly mistaken about simply everything."She had to wonder, too, about all the supposedly great teachers of the past, who, although their brains were healthy, had turned out to be as wrong as Roy about what was really going on.