educational approach Quotes

We're not too out there to educate people about any specific thing necessarily so much as we are to encourage critical and scientific thinking.

There are two kinds of teachers: the kind that fill you with so much quail shot that you can't move, and the kind that just gives you a little prod behind and you jump to the skies.

Our whole educational problem suffers from a one-sided approach to the child who is to be educated, and from an equally one-sided lack of emphasis on the uneducatedness of the educator.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

Teachers and parents who incline toward the authoritarian attitude are scornful of “frills.” They consider lecturing, memorization, recitation, and grading to be the basics, as they remember them from their own school days. They believe in withholding promotion form children who have not satisfactorily completed the year’s work in all subjects, despite the evidence that when children are made to repeat a grade, they do not do as well in the following years as similar children who were promoted. To authoritarians, education is not a means to help each child to mature but a series of hurdles over which everyone, of no matter what capability, must jump. A policy of withholding promotion means ignoring the fundamental and complex question of why the children failed and what needs to be done to correct that problem.

In a better world, science teachers would teach creationism along with evolution as an exercise in critical thinking.

I'm a big believer in pairing classics with contemporary literature, so students have the opportunity to see that literature is not a cold, dead thing that happened once but instead a vibrant mode of storytelling that's been with us a long time - and will be with us, I hope, for a long time to come.

I think every parent knows that, like, boys and girls are different. And we just don't take that into account in schools on those things like required reading lists. 'Cause that was my experience, say, with my son, who had to read 'Little House on the Prairie' when he was in third grade.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

We are teaching kids to fail. We need to teach our kids to succeed.

I do not teach children, I give them joy.

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

When it comes time to teach, teach from your experience. Go out and do, learn from the doing, then teach from the knowing.

In all teaching there must be a fusion of authority as an adult providing a stable framework for the children in one's care, and humility as another human being ready to educate an equal who may turn out to be a superior.

... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.

the point of educating instead of blaming seems to me very important. For nothing stultifies one more than being blamed. Moreover, if the question is, who is to blame?, perhaps each will want to place the blame on someone else, or on the other hand, someone may try to shield his fellow-worker. In either case the attempt is to hide the error and if this is done the error cannot be corrected.

Black literature is taught as sociology, as tolerance, not as a serious, rigorous art form.

The policy of letting the child 'do what he likes' is an insidious one, since the children are encouraged to continue always at their original superficial level, without receiving guidance in study. Furthermore, the 'three Rs,' the fundamental tools, are neglected as long as possible, with the result that the child's chance to develop his mind is greatly retarded. The policy of teaching words via pictures instead of by the alphabet tends to deprive the young child of the greatest reasoning tool of all.

A tutor should not be continually thundering instruction into the ears of his pupil, as if he were pouring it through a funnel, but, after having put the lad, like a young horse, on a trot, before him, to observe his paces, and see what he is able to perform, should, according to the extent of his capacity, induce him to taste, to distinguish, and to find out things for himself; sometimes opening the way, at other times leaving it for him to open; and by abating or increasing his own pace, accommodate his precepts to the capacity of his pupil.

Too often students are being taught to read as if literature were some kind of ethics class or civics class—or worse, some kind of self-help manual. In fact, the important thing is the way the writer uses the language.

The most successful educational approach to the Negro is throgh a religious appeal. We do not want word to go out that we want to exterminate the Negro population, and the Minister is the man who can straighten out that idea if it ever occurs to any of their more rebellious members.

It's an absurd error to put modern English literature in the curriculum. You should read contemporary literature for pleasure or not at all. You shouldn't be taught to monkey with it.

A game master or teacher who was primarily concerned with being close enough to the "innermost meaning" would be a very bad teacher. To be candid, I myself, for example, have never in my life said a word to my pupils about the "meaning" of music; if there is one it does not need my explanations. On the other hand I have always made a great point of having my pupils count their eighths and sixteenths nicely. Whatever you become, teacher, scholar, or musician, have respect for the "meaning" but do not imagine that it can be taught.

More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given