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In an effort to create a culture within my classroom where students feel safe sharing the intimacies of their own silences, I have four core principles posted on the board that sits in the front of my class, which every student signs at the beginning of the year: read critically, write consciously, speak clearly, tell your truth.

I went to university for a year, and I'm not one for schooling and have no enjoyment sitting in a classroom all day and ended up going to live in England for two years, just to travel. I worked in a bar in a hotel for a couple of years and had no intention of becoming an actor. That's where I met my agent.

I was 11 when a teacher suggested to my parents that they should send me to drama classes to curb my disruptive ways in the classroom. The next Saturday I was acting, and thereafter it became a ritual of my youth to see a show at the Belvoir on Sundays and, if I was lucky, another at the Opera House on Monday after school.

During my eleven years as a New York City public school teacher, I saw firsthand the impact that poverty has on the classroom. In low-income neighborhoods like Sunset Park, where I taught, students as young as five years old enter school affected by the stresses often created by poverty: domestic violence, drug abuse, gang activity.

People go into cartooning because they're shy and they're angry. That's when you're sitting in the back of a classroom drawing the teacher.

I'm a teacher still, but with a much larger classroom.

Children are already accustomed to a world that moves faster and is more exciting than anything a teacher in front of a classroom can do.

I was terrified of being a teacher. To stand in front of a classroom, the responsibility is boggling. Imagine! Standing in front of people!

We can not wait until we have enough trained people willing to work at a teacher's salary and under conditions imposed upon teachers in order to improve what happens in the classroom.

When I was a teacher, teachers would come into my classroom and admire my desk on which lay nothing whatever, whereas theirs were heaped with papers and books.

On the first day of school, you got to be real careful where you sit. You walk into the classroom and just plunk your stuff down on any old desk, and the next thing you know the teacher is saying, 'I hope you all like where you're sitting, because these are your permanent seats.'

Every day, I would show up, and there were no kids, just me and my teacher in my classroom. Every day, I would be escorted by marshals past a mob of people protesting and boycotting the school. This went on for a whole year.

There is nothing more valuable than great classroom instruction. But let's stop putting the whole burden on teachers. We also need better parents. Better parents can make every teacher more effective.

In the depth of the near depression, that he faced when he came in, Barack Obama and Democratic leaders in Congress provided 'recovery funds' that literally kept our classrooms open. Two years ago, these funds saved nearly 20,000 teacher and education jobs - just here in North Carolina.

When people think of the word 'drive,' they often think you have it or you don't, and that's where we're wrong. Drive is something that can be encouraged by a wonderful teacher, by a terrific classroom environment, by an awesome soccer team that you are on, and it can be squashed as well.

The main difference in the effectiveness of teaching comes from the thoughts the teacher has had during the entire time of his or her existence and brings into the classroom. A teacher concerned with developing humans affects the students quite differently from a teacher who never thinks about such things.

In America the schools have become too permissive, the kids now are controlling the schools, the tail is wagging the dog. We've got to make a change there and get it back to where the teachers have control of the classrooms.

It's the teacher that makes the difference, not the classroom.

Visit a typical science classroom and you will discover far more than empirical facts being taught. The dominant worldview among scientific intellectuals is evolutionary naturalism, which holds that humans are essentially biochemical machines.

Schools ought to teach students to challenge secular ideologies masquerading as science in the classroom.

In science, 'fact' can only mean 'confirmed to such a degree that it would be perverse to withhold provisional assent.' I suppose that apples might start to rise tomorrow, but the possibility does not merit equal time in physics classrooms.

I am an atheist, and I believe that religion should not be in the classrooms; it has to be in the churches. In the classrooms, you have to form citizenship, not people with religious beliefs, that corresponds to the private sphere.

I'm a great believer in poetry out of the classroom, in public places, on subways, trains, on cocktail napkins. I'd rather have my poems on the subway than around the seminar table at an MFA program.

I'm deeply, deeply passionate about creating peace and well-being in the classroom, and well-being as a global nation.

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