In all primary school work the principle of multiple impressions is well recognized.
People who have got to know Western educational methods always claim that the reading of the Classics was a useless waste of time and should be abolished. Such chatter is to be heard from hundreds of people and cannot be stopped. But it is a serious mistake.
Exciting discoveries in neuroscience are allowing us to fit educational methods to new understandings of how the brain develops.
Families homeschool for different reasons, in unique situations, using a variety of methods.
The most extraordinary thing about a really good teacher is that he or she transcends accepted educational methods. Such methods are designed to help average teachers approximate the performance of good teachers.
Learning by doing, peer-to-peer teaching, and computer simulation are all part of the same equation.
Schoolchildren all over America are told to write to authors-often to authors whom they have never before heard of, whose work they are to young to understand in the least, and often in letters which are almost illiterate. If children are to be taught to respect the work of American poets I think some better way might be found to do so- some way which would not make such an inconsiderate demand on the author's time.
Sometimes a book is better than it ever had a right to be because of the history the reader brings to the reading and because of the methods educators use to bring a particular story alive.
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 think they assign things to students which are way over their heads, which destroy your love of reading, rather than leading you to it. I don't understand that. Gosh.
You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.
Teaching is the canny art of intellectual temptation
In the old days we were probably educated in cricket in a far more serious way than now.
One very clear memory I have of college is that I never learned anything in the big lectures. I have a feeling I'd have done even worse if they'd been on a laptop screen.
The only rational way of educating is to be an example. If one can't help it, a warning example.
I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.
I'm not sure that teaching a Core course is necessarily the best introduction to teaching.
