John Katzman Quotes

In other words, if a teacher only teaches in one way, then they conclude that the kids who can't learn well that way don't have the ability, when, in fact, it may be that the way the teacher's teaching is not a particularly good match to the way those kids learn.

I realize the differences between my children and use what works for each of them individually.

Since we all have different cognitive profiles, educators should take those individual differences very seriously.

But the fact is, no matter how good the teacher, how small the class, how focused on quality education the school may be none of this matters if we ignore the individual needs of our students.

We should be individualizing instruction, utilizing that data to actually give teachers the tools necessary to meet the needs of a very diverse group of kids which exists in every class.

I prefer home-schooling because you can work at your own pace and go towards more what you're interested in, whether it be history or geography or math.

Instead of a national curriculum for education, what is really needed is an individual curriculum for every child.

The answer is not to standardize education, but to personalize and customize it to the needs of each child and community. There is no alternative. There never was.

There will be no more one-size-fits-all. Education will respond to you.

The individualization of learning fundamentally redefines the role of assessment.

Education needs to be personalized and flexible, which means education policy needs to originate from our local communities and not from some bureaucrats in Washington, D.C.

Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

Kids need to be structured in some way, but you don't want to force something down their throats that they have no interest in.

I do not think that you can try and systematize education for the whole world. I would try experiments in small communities and in schools to see how they work out, instead of taking the children of an entire nation and trying to bring them up on the same system.

The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.

We need to have an educational system that's able to embrace all sorts of minds, and where a student doesn't have to fit into a certain mold of learning.

In a way, education by its nature favours the extrovert because you are taking kids and putting them into a big classroom, which is automatically going to be a high-stimulation environment. Probably the best way of teaching in general is one on one, but that's not something everyone can afford.

One of our key strategies has been to restructure traditional high schools into small learning communities with personalized attention and a range of options.

It disturbs me when Obama says in the State of the Union address that he wants to make dropping out of school at 18 illegal, because people learn differently and before there are forms of learning for every type of person in the world, we shouldn't be condemned for leaving.

Our school systems have to realize that everybody doesn't learn the same way, and no one learns without some emotional support.

I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think.

If the education and studies of children were suited to their inclinations and capacities, many would be made useful members of society that otherwise would make no figure in it.

A treatment method or an educational method that will work for one child may not work for another child. The one common denominator for all of the young children is that early intervention does work, and it seems to improve the prognosis.

I never teach the same course twice.