Pedagogical Strategies Quotes

Though knowledge itself increasingly ignores boundaries between fields, professors are apt to organize their pedagogy around the methods and history of their academic subculture rather than some coherent topic in the world.

Something I've really enjoyed learning more about is course design.

To teach an academic subject is certainly not easy, but compared to coaching, it is. We can say 'two plus two is four' to every kid and be sure that we are right. But in coaching, we have to literally get to the soul of the people we are dealing with.

I'm starting to teach now: I teach in the graduate film program at NYU and next year I'm going to be teaching at Los Angeles at the film program and English program at UCLA.

The shy man will not learn; the impatient man should not teach.

The most important part of teaching is to teach what it is to know.

We think it's about little techniques and tricks, but techniques only take you so far. We need teachers who care about kids, who care about what they teach, and who can communicate with kids.

Teachers across the world are doing all they can to ensure a good education is the top priority for children.

Teaching school is like having jumper cables hooked to your brain, draining all the juice out of you.

If men had known how to permeate the soul with mathematics in the right way in the arithmetic lessons during these past years, we should not now have Bolshevism in Eastern Europe.

As a teacher, it's a great help to be teaching philosophical systems you don't believe. You can actually do a better job of presenting them if you leave your beliefs at the door.

It is not often that any man can have so much knowledge of another, as is necessary to make instruction useful.

Thoroughly to teach another is the best way to learn for yourself.

There seemed to be a mystifying universal conspiracy among textbook authors to make certain the material they dealt with never strayed too near the realm of the mildly interesting and was always at least a long-distance phone call from the frankly interesting.

Almost everyone who has claimed to know what kids need to learn or how they learn has turned out to be wrong.

I have taught a mixture of undergraduate and graduate courses, and found them both stimulating.

I'm a shy, nervous person, and I don't like teaching with "terms." I didn't teach them, like, "This is first person, this is second person, this is foreshadowing," or whatever, so no one probably felt like they were learning anything. But I feel like teaching in that way reduces the concept to a term.

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. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life.

When I left Europe in 1987 I did so with the thought that my relevance as a composition teacher would benefit from a certain cool distance to certain tendencies I had been observing for several years with increasing disquiet.

For any reporter, education is a topic where everything else - money, politics, et cetera - intersects. I have four kids in K through 12, so I'm knee-deep in it. I'm really interested in the philosophy behind it all. Should you just memorize your multiplication tables, or should you understand the concept behind them?

Education never quite gets the attention it deserves in presidential campaigns, but monster flip-flops surely do.

I think even in American schools, they must be studying in a specialized manner.

Academic experts may not be good at doing what they are experts in themselves, but they are good at explaining the subject matter to others. They write books, teach courses and offer lessons and give steps others can follow.

Teaching physics at the University, and more general lecturing to wider audiences has been a major concern.

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.