Peter Hitchens Quotes

A teacher should have maximal authority, and minimal power.

I started out as a high school teacher in inner-city Chicago and realized quite quickly that my students weren't that motivated.

I will comprehensively review the education system with my team to create a stable, caring, and inspiring environment for students, parents, teachers, and principals.

We expert teachers know that motivation and emotional impact are what matter.

The best teachers are those who keep students motivated, challenged and flourishing.

We have found that the most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic.

Teachers themselves know if there's a colleague who can't keep control or keep the interest of their class, it affects the whole school.

Cameras in classrooms are no substitute for greater authority by parents and teachers.

Teachers alone can't educate young people.

What we want is more learning in schools and less activism in schools.

I assure you: If I were to hear a teacher raise a voice at a kid or anything, that goes against the model, and I would immediately address it.

I think the best teachers had a real interest in the subject they were teaching and a love for children.

The teachers are trying to build the same culture in the classroom as we're building in the organization.

The Gates Foundation has learned that two questions can predict how much kids learn: 'Does your teacher use class time well?' and, 'When you're confused, does your teacher help you get straightened out?'

Being a teacher is back-breakingly difficult work. It is also extremely important work.

People think of teachers who are born to teach, and you think of all these charismatic folks. Some of the most successful teachers are some of the least charismatic, interestingly. But they have a gift of figuring out what motivates people.

If school principals have given up on the important things and are focusing on discipline, they are creating a certain, diluted reality. In an organization that functions properly, discipline should be a marginal issue.

As a former high school teacher and a student in a class of 60 urchins at St. Brigid's grammar school, I know that education is all about discipline and motivation. Disadvantaged students need extra attention, a stable school environment, and enough teacher creativity to stimulate their imaginations. Those things are not expensive.

Knowing what to expect from a teacher is a really good thing, of course: It lets you get the right answers more quickly than you would otherwise.

My early wounds were the English school system among other things. It wasn't merely the discipline, it was the ways in which boys got what was called the school spirit.

My parents made it clear that I should never display even the slightest disrespect to individuals who had the power to let me skip a half grade or move into more challenging classes. While it was all right for me to know more about a topic than my sixth-grade teacher had ever learned, questioning her facts could only lead to trouble.

The most experienced teachers are frequently promoted right out of the classroom!

Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious. It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.

Most teachers prefer to teach highly motivated kids who live in safe communities.

It's hard work to ensure that all schools are safe and welcoming places for all children. It means changing policies, practices and cultures; providing school support personnel; and funding programs like restorative justice - not simply resorting to excessive and often discriminatory discipline.