teaching

A question asked in earnest, deserves an earnest answer.

I realized I was a teacher when I felt warm during class and got up to open the door. Later on there was noise in the hallway, so I got up and shut it. Students can't open and close the door whenever they feel like it.

My first day of teaching, I got hit in the head with a bandstand & needed 4 stitches. Welcome to #NYCity teaching in the 90s.

Given the consumer-pleasing politics of today's universities, I have, in effect, seventy new bosses each semester; they're sitting at the desk in front of me.

I am teaching. Storytelling is teaching.

Knowledge (curriculum) and behavior (pedagogy) are embedded in everyone__ core beliefs about the nature of God, humanity, and the world.

Louis thought he would be all for a back-to-the-basics drive in education: a teacher, an olive tree, a bit of midday wine (the Greeks had watered theirs down to keep their heads lucid), and, last but not least, six or seven eager and receptive youths seated at one__ feet.

I try to remember what I have too often forgotten to my peril: as far as teaching goes, when all you are is right, what you really are is in trouble.

One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher__ gaze but also _ and even more importantly _ from the teacher__ consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher__ careers and school__ futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding.

Didn't care if I wasn't paid for working after school for seven months teaching a 9th grader to read, but when he finally could, priceless! The best times in my life were when I went way beyond my paygrade to service students in need.

Even we set aside the nearly 50 percent of all beginner teachers who choose to leave the profession within five years__nd ignore the evidence that those who leave are worse performers than those who stay__t is unclear whether teachers are formally terminated for poor performance any less frequently than are other workers.

Teaching is not about how we see things, it is about how children see things.

The only fear i have is to die in the middle of the book, what if in next life u left uneducated like millions other, and u never get chance to complete that book.so either I can complete that book and die peacefully,that's not possible because i'm already dead, or i can make millions to zero and be sure to get education in next life, and complete that book.

To keep up interest in a subject, a teenager has to enjoy working in it. If the teacher makes the task of learning excessively difficult, the student will feel too frustrated and anxious to really get into it and enjoy it for its own sake. If the teacher makes learning too easy, the student will get bored and lose interest. The teacher has the difficult task of finding the right balance between the challenges he or she gives and the students' skills, so that enjoyment and the desire to learn more result.

Everything in my head was secondhand, too: Catholicism; Ireland's sad history, a litany of suffering and martyrdom drummed into me by priests, schoolmasters and parents who knew no better.

I think the teaching profession contributes more to the future of our society than any other single profession.

I noticed (the ball) was multicolored. One side was green and the other was red. When we got to the gathering I held that ball up and I said, 'Before we begin, will you tell me what color this ball is?' They said, 'red.' I said, 'no, it's green.' We argued a while and I turned the ball around and said, 'tell me what you see here.' Here's what we want to do. We want you to understand until you shall have seen how it looks to me on my side, you can't convince me that you know what you're talking about, because this ball is going to be red on this side and green on that side until the day it dies. Now, if I'm willing to come around here and see how it looks to you, and if you're willing to come around here and see how it looks to me, we can reconcile that.

I look at my students and have no trouble picturing just how successful they should be, if only we could remove them from the impetuses that brought them to the facility. If we could move them away from gangs. If we could get them into a rehab that stuck. If we could take them from people who abuse their trust, safety, and bodies.