Each man must work for himself, and unless he so works, no outside help can avail him.
I've consistently said, we need to support charter schools. I think it is important to experiment, by looking at how we can reward excellence in the classroom.
A third place to build the Great Society is in the classrooms of America. There your children's lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination. We are still far from that goal.
In many places, classrooms are overcrowded and curricula are outdated. Most of our qualified teachers are underpaid, and many of our paid teachers are unqualified. So we must give every child a place to sit and a teacher to learn from. Poverty must not be a bar to learning, and learning must offer an escape from poverty.
But more classrooms and more teachers are not enough. We must seek an educational system which grows in excellence as it grows in size. This means better training for our teachers. It means preparing youth to enjoy their hours of leisure as well as their hours of labor. It means exploring new techniques of teaching, to find new ways to stimulate the love of learning and the capacity for creation.
We have always believed that our people can stand on no higher ground than the school ground, or can enter any more hopeful room than the classroom. We blend time and faith and knowledge in our schools - not only to create educated citizens, but also to shape the destiny of this great Republic.
It is not the responsibility of the enlightened teacher to bring the student to enlightenment. That may be true in the classroom, but in the world of enlightenment you have to find it, enter into it.
By bringing current events into the classroom, everyday discussion, and social media, maybe we don’t need to wait for our grandchildren’s questions to remind us we should have paid more attention to current events.
The true face of the unions is not now a man in a hard hat as much as it is a woman in a classroom or in cleaning smocks.
Most brain scientists have not taught 4th grade, and don't know very much about the classroom, even though they might study learning in some detail. Most education professionals, who often know a tremendous amount about the classroom, don't know much about the brain. That is one of the reasons why I am so skeptical about applying brain findings to the classroom.
The dreams of the past - whether it was public TV being rolled into the classroom to teach Spanish, or the film projectors or the videotapes or the computer-aided instruction drill systems - the hopes have been dashed in terms of technology having some big impact. The foundation, I think can play a unique role there. Now, our money is more to the teacher-effectiveness thing, and technology is No. 2, but I'll probably spend more money on the technology things.
We believe Skype in the Classroom will be a milestone in inspiring the next generation of social entrepreneurs and we can't wait to connect students with TOMS partners.
True majorities, in a TV-dominated and anti-intellectual age, may need sound bites and flashing lights and I am not against supplying such lures if they draw children into even a transient concern with science. But every classroom has one [Oliver] Sacks , one [Eric] Korn, or one [Jonathan] Miller , usually a lonely child with a passionate curiosity about nature, and a zeal that overcomes pressures for conformity. Do not the one in fifty deserve their institutions as well magic places, like cabinet museums, that can spark the rare flames of genius?
The Internet is just a world passing around notes in a classroom. That's all it is. All those media companies say, "We're going to make a killing here." You won't because it's still only as good as the content.
Effective managing therefore happens where art , craft, and science meet. But in a classroom of students without managerial experience, these have no place to meet there is nothing to do.
The most important thing we can do is to make sure that we've got very high standards, we expect a lot out of all of our young people, and we make sure that we have the best teachers possible in every classroom.
The demands of the economy, and more recently those of political correctness and the diktat against ever offending anyone, are not conducive to a classroom or university seminar climate in which genuinely free and critical reflection on how to live prospers.
My formal education as an extension to my college degree in journalism was the time that I spent working with the student newspaper. I would argue that my greatest education occurred by working for the student newspaper. It wasn't necessarily the classroom work that made my formal education special. It was the idea that I had the opportunity to practice it before I went into the real world.
I'm allergic to over-promising. I'm allergic to exaggeration, because I've been in schools for a large part of my life, and I still go to schools. What I want is realistic, evidence-based kinds of things that know the history of efforts to individualize instruction and why they flop before, so you can have a much smarter approach to reforming schools, to improve what goes on in classrooms.
In many ways we've become the Babylon of the modern era. We learned our lessons at the feet of Nebuchadnezzar himself. It's little wonder that we've lived to see Bible reading and the display of the Ten Commandments removed from public view and creation science excluded from classroom instruction. None of this is new. It has its roots in Babylon, and thus reveals that the book of Daniel is one of the most relevant books of the Bible in our world today.
As a result of the prison study, I really became more aware of the central role of power in our lives. I became more aware of the power I have as a teacher. I started consciously doing things to minimize the negative use of power in the classroom. I encouraged students to challenge me.
Let us not forget that group of self-taught, outsider artists who never stepped foot in any classroom and cared less about even exhibiting, and yet ended up with an audience of avid admirers.
As a professor, millennials intrigued me. I see them as engagement ready - plug-n-play if you will. They want to contribute in the classroom, the workplace and to society.
I didn't wanna be looked at as no idiot, and I didn't wanna feel like I was uneducated, because I really stopped going to school at 15. I was never ignorant, as far as being experienced in classrooms and learning about different subjects and actually soaking it up, so I checked into college for a little bit.
I always had a weird thing with being the last person somewhere like a movie theater or a classroom. I get a weird sense of anxiety.
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