One of the professors told me last week that he feels bad teaching with the way the economy is now. ‘What’s the point?’ he said. ‘Kids aren’t getting jobs.’ You never hear faculty talk that way. He did.
Do you want to achieve something or do you just want to make money?” asked a nearby man in a white shirt to another man in a striped shirt. I waited for the answer as I slowly walked past them. “Why is it an either or question?” the man in the striped shirt finally murmured philosophically under a sip of beer. They both stood there looking at each other in thought.
You know, sometimes I think this is just not it,” he said, his glasses flashing from the early night’s light. He turned toward me in a thoughtful pause.“You know what I mean, Tom?” he asked. “It’s just not.
It is not until you change your identity to match your life blueprint that you will understand why everything in the past never worked.
We, Equality 7-2521, were not happy in those year in the Home of the Students. It was not that the learning was too hard for us. It was that the learning was too easy. This is a great sin, to be born with a head which is too quick. It is not good to be different from our brothers, but it is evil to be superior to them. The Teachers told us so, and they frowned when they looked at us.
Today is not just another ordinary day. It is an opportunity to do, or say, something that just might inspire someone to greater becoming...especially a wayward youth.
By starving the sensibility of our pupils we only make them easier prey to the propagandist when he comes. For famished nature will be avenged and a hard heart is no infallible protection against a soft head.
A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.
Wolf's wool is the best wool, but it cannot be sheared, because the wolf will not comply. With knowledge as with wolves' surliness, the student studies voluntarily, refusing to be less than individual. He gives his opinion and then rests upon it; he renders service when there is no reward, and is too reclusive for some things to seem to touch him; not because he has no feeling but because he has so much.
Psychologically speaking, far from being worthless, a system is indeed necessary, for any kind of human endeavor. A structure aids in the mind’s endeavor of learning. But the moment the mind becomes dependent on the system and starts trusting the system more than the internal faculties of the mind, the very element of education fades away from the system.
Now the common human perception about the purpose of academic institutions, is that, they are meant to put a stamp of approval on the students, so that later on the students can show off their stamp in order to make a living. The parents invest money to get the stamp, and the child uses that stamp to make more money. Where is the element of education in this whole process!
After all, what is education, if not the unparalleled means to transcend the self- imposed physical limits of the mind and the body.
The methodical implementation of modern human faculties that allow us human beings to transcend the physical limits of biological evolution is Education. However, today, the term education has become somehow synonymous with economic benefits and due to the primeval craving for security, it has disgracefully lost its very core of transcendence into the unknown. Thus, the very evolutionary seeds that gave birth to the method known as education have gone almost extinct in the modern industrialized system of soulless competition and regurgitation. Hence emerged the reason for me to get to the root of its quite unofficially accepted problems, and to concoct the thought processes that would make necessary amendments to the perceptual errors of what I call the three major nodes of education system, which are the teachers, the students and the parents.
If education were the same as information, the encyclopedias would be the greatest sages in the world.
The system that aims at educating our boys and girls in the same manner as in the circus where the trainer teaches the lion to sit on a stool, has not understood the true meaning of education itself. Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.
The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.
Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.
Education enables the humans to achieve their fullest mental and physical potential in both personal and social life.
The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.
Knowledge is a beautiful thing that can fill us with happiness. Let’s just think about our students who answered brilliantly to questions on various exams.
The chief wonder of education is that it does not ruin everybody concerned in it, teachers and taught.
Mr. Klamp laid down the law. No tardiness, no talking above 40 decibels, no untied shoelaces, no visible undergarments, no eating, no chewing gum, no chewing tobacco, no chewing betel nuts, no chewing coca leaves, no chewing out students (unless Mr. Klamp was doing the chewing out), no chewing out teachers (unless ditto), no unnecessary displays of temper (unless ditto), no unnecessary displays of affection (no exceptions), no pets over one ounce or under one ton, and no singing, except in Bulgarian. I began to think Mr Klamp wouldn't be so bad...
Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that s not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus teh struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.
The purpose of school should not be to prepare students for more school. We should be seeking to have fully engaged students now.
I spent half my childhood trying to be like my dad. True for most boys, I think. It turns with adolescence. The last thing I wanted was to be like my dad. It took becoming a man to realize how lucky I’d been. It took a few hard knocks in life to make me realize the only thing my dad had ever wanted or worked for was to give me a chance at being better than him.
I have always had the greatest respect for students. There is nothing I hate more than condescension—the attitude that they are inferior to you. I always assume they have good minds.
Will this be in the examination, Mr Hecker? was the limit of my students' interest in any given subject. If it was going to be in the test they took notes, if it was not going to be in the test they did not take notes. Their silent, depthless stares were unnerving. I told myself that they were not stupid - for how could the final attainment of thousands of years of human progress be stupid?
For me, education—both teaching and learning—is about building relationships and developing rapport with students, with parents, and with faculty.
An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.
Sow the seeds of weakness and inferiority in the kids and they’ll grow up to be inferior, crawling, insignificant insects. Sow the seeds of courage and they’ll become brave-heart leaders who will one day change the course of human history.
Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.
PISA was developed by a kind of think tank for the developed world, called the Organization for Economic Co-operation and Development, and the scientist at the center of the experiment was Andreas Schleicher.