Pat Conroy Quotes

If I'd loved my chemistry teacher and my maths teacher, goodness knows what direction my life might have gone in. I remember there was a primary school teacher who really woke me up to the joys of school for about one year when I was ten. He made me interested in things I would otherwise not have been interested in - because he was a brilliant teacher. He was instrumental in making me think learning was quite exciting.

There is no recipe to be a great teacher, that's what is unique about them.

The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'

Our best teachers do more than impart facts and figures - they inspire and encourage students and instill a true desire to learn. That's a fine art in itself.

Miss Sarzin was the best teacher I ever had.

The teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.

Teachers can change lives with just the right mix of chalk and challenges.

Teachers need to be more inspirational. But it's also up to engineering to make itself more interesting.

I don’t believe curriculums are the key to education, I believe teachers are.

Going to school is not really education. It's really who's in front of the classrooms and who's endearing themselves to the kids and who's making the kids want to learn and who's inspiring them to be curious about any topic in the world.

You have to have teachers who are empowered to facilitate great teaching.

The teachers who have had the most impact on me and on most learners I know are teachers whose "selfhoods" have been deeply invested in what they are doing.

If we think back through our own lives, the subjects that you liked best in school almost certainly were taught by the teachers you liked best. And the teacher you liked best was the teacher who cared about the subject she taught.

There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools.

The greatest teachers are the ones that turn a B student into an A student, or a failing student into a B student.

One might as well say he has sold when no one has bought as to say he has taught when no one has learned.

You [the teacher] do not merely insert a lot of facts, if you teach them [the students] properly. It is not like injecting 500 cc. of serum, or administering a year's dose of vitamins.

Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.

A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.

I want every math teacher to know math. I want every science teacher to have expertise in science. I want them to know how to inspire and engage young people.

In every story I have heard, good teachers share one trait: a strong sense of personal identity infuses their work.

Take the teacher not the course. Find out who the great professors are - the great teachers - and take their courses because a subject that you may not think you're interested in may turn out to be infinitely fascinating because of the way it's taught.

The point of being a teacher is to do more than impart facts, it's to shape the way students perceive the world, to help a student absorb the rules of a discipline. The teachers who do that get remembered.

No teacher has ever failed from ignorance. That is empiric professional knowledge. Teachers fail because they cannot 'handle the class.' Real education must ultimately be limited to men how INSIST on knowing, the rest is mere sheep-herding.

You don't become a good teacher by applying techniques; you don't become a good teacher by using the latest hot methodologies that are being promoted in this or that handbook.