teaching

Only a self-learnt man can reach others.

Only a self-learnt man can teach others

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology.

You are not your mistakes and your mistakes are not you.

There is no way to help a learner to be disciplined, active, and thoroughly engaged unless he perceives a problem to be a problem or whatever is to-be-learned as worth learning, and unless he plays an active role in determining the process of solution.

Every dimension of your suffering will instruct you, until you have learned your essential lessons.

Only a self-taught man can teach others

The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response.

The teacher can only provide the lessons, but the student ultimately decides what to learn.

We all make mistakes, but one of our biggest mistakes is continually revisiting the past.

In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch.

The fearful person wilts and submits to what they call fate. The fearless negotiates with fate for a compromise.

Teaching is the art of serendipity. Each of us has the experience of finding out that something we intended as only the most casual of remarks, or the stray example, changes the way some students thought to the point of changing their lives.

Never follow any impulse to teach, however strong it might be. The command to teach is not felt as an impulsion.

When teaching someone a boundary, they learn less from the enforcement of the boundary, and more from the way the boundary is established.

Your unresolved issues will continue to call-in experiences to teach you what you need to learn.

It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement.

The surface of learning is hearing what your ears aren't prepared to hear, and the core of learning is hearing what your ears don't want to hear.