William James Quotes

The amount of psychology which is necessary to all teachers need not be very great.

It is only the fundamental conceptions of psychology which are of real value to a teacher.

Psychology ought certainly to give the teacher radical help.

I'd love to go back and teach primary school. I used to teach fourth grade and fifth grade. I'd love to spend several years teaching kindergarten or maybe third grade.

I really love teaching; I was actually studying to be a preschool teacher.

Ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least.

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.

Psycholog­y is in its infancy, as a science. I hope in the interests of Art, it will always remain so.

To know psychology, therefore, is absolutely no guarantee that we shall be good teacher.

I wrote my first 30 books as a teacher. I would read to my classes, and they'd give me feedback. I was trying to role model.

I was terrified of being a teacher. To stand in front of a classroom, the responsibility is boggling. Imagine! Standing in front of people!

The best teacher is an entertainer.

To know how to suggest is the great art of teaching. To attain it we must be able to guess what will interest; we must learn to read the childish soul as we might a piece of music. Then, by simply changing the key, we keep up the attraction and vary the song.

I've never had the patience of a teacher.

My first career was as a coach and a teacher.

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

Like most of the other teachers, I'd done a bit of teaching and we all think we're great at what we do, but you realize that normally you have an audience who are all onside, who all want to listen.

I wanted to be a teacher.

We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.

I was an elementary school teacher.

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.

If you become a teacher, by your pupils you'll be taught.

Teachers are performers, just like I am.

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.

I quickly learned that teaching students was far more complicated than managing adults. Why, you may ask? Here are three simple reasons: Your employees are paid to listen to you, students are not. In business, employees are selected based upon a search and interview process. Teachers do not select their students. In business, an insubordinate employee is fired. An insubordinate student is merely one more challenge for a classroom teacher.