Michael Faraday Quotes

Whatever you want to teach, be brief.

A wisely chosen illustration is almost essential to fasten the truth upon the ordinary mind, and no teacher can afford to neglect this part of his preparation.

Of all the excellent teachers of college English whom I have known I have never discovered one who knew precisely what he was doing. Therein have lain their power and their charm.

Educators are still spending way too much time trying to control what kids learn, bending the content to their own purposes, hoping beyond hope to change - by using technology - but not change too much.

I don't know anybody who said, 'I love that teacher, he or she gave a really good homework set,' or 'Boy, that was the best class I ever took because those exams were awesome.' That's not what people want to talk about. It's not what influences people in one profession or another.

Good teachers know how to bring out the best in students.

Any good teacher knows how important it is to connect with students and understand our culture.

I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.

Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system.

Don’t preach. Teach.

America's best teachers are always looking for new ways to bring learning to life.

One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.

In essence, the education department argues that the quality of the education children receive is irrelevant, as long as someone stands in front of the class.

The way that I teach now is just by listening. I listen a lot.

Although there are some enormously gifted lecturers and preachers who do create community with oratory, I like to do anything I can to engage my students with each other, with me, and with the subject. And the subject, I think, always has to take prominence.

Teaching by precept, without example, is mighty poor teaching.

My dad took me to a high school basketball game and this very, very famous coach in Michigan, by the name of Lofton Greene - he was a guy that my dad was familiar with. He was from our hometown. And I watched the game and I said I didn't see this guy doing a lot of coaching. And my dad told me, well, it's just like a teacher - which he was - he said if you do a good job teaching during the week, when they take the test on Friday, that's not the time you have to do a lot of demonstrative things.

A good teacher offers practice, a bad one offers theories.

The successful teacher is no longer on a height, pumping knowledge at high pressure into passive receptacles.

You haven't taught until they've learned.

Like all great teachers he knew that a picture is worth a thousand words and that people learn most quickly by doing something or seeing something done.

Do you not know...that a child badly taught is farther from being wise than one not taught at all?

What do they teach them at these schools?

The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.

Oh, sure. What's this supposed to teach me?" "Is it what the teacher teaches? Or what the students learns?" "What's the difference?" "That is, itself, a question worth considering, yes?" -Jacen & Vergere