I see myself only sporadically as a teacher and consistently as a writer. Teaching is how I pay the bills...and fortunately, for my students, I can intellectualize about writing, and I can talk about it well, and I like to talk about it.
I think that every day is a learning experience. I mean, every time I go to a school I learn something else from a teacher or learn something else from a student, I learn something else from a parent. There's so much to know when you talk about education.
I see myself as a student. I would never call myself a master or a maestro. If you take the path of the student, that means you have to try a little bit of everything in hopes that you're going to learn something or strike some kind of new note, expression in the process. I'm not going for grades; I'm going for an education. I'm going to continue experimenting and trying new things to try to evolve and learn.
It's evolution, man. Eventually the student becomes the teacher.
Students are very engaged by the issues, and it's not surprising because food choices are one of the few powers a child has.
I learned from teaching. If you are perceived by the student to be belittling them or purely criticizing them without offering up words of encouragement and support, they shut down and discredit you.
I was a horrible student! It just sort of evolved as I started playing. I guess I became a master of it when I declared myself a wordsmith or a... word-play guy. As soon as I declared it and started that affirmation, I just became it.
If you had seen me back in high school, there's no way you would have ever said I would become an author or teacher because I was a horrible student.
My father was a university professor and his thing was tenure. Any time I hear a university professor say tenure, I hear the word dinosaur. You're not supposed to be getting tenure. You're supposed to be figuring out how you can teach more students at a better price and more effectively. That's your job.
I love the students - they are remarkable, inspiring people. I would miss teaching if I stopped doing it. The kind of work I do is pretty diverse: I can cast a play while doing a polish of a screenplay, while thinking about a new play and revising another. In other words, the kind of work that I do during my work day is not just writing, yet it is all part of the job of being a playwright.
Did any great genius ever enter the world in the wake of commonplace pre-natal conditions? Was a maker of history ever born amidst the pleasant harmonies of a satisfied domesticity? Of a mother who was less than remarkable, although she may have escaped being great? Did a woman with no wildness in her blood ever inform a brain with electric fire? The students of history know that while many mothers of great men have been virtuous, none have been commonplace, and few have been happy.
The finest teaching touches in a student a spring neither teacher nor student could possibly have preconceived.
A few books, well studied, and thoroughly digested, nourish the understanding more than hundreds but gargled in the mouth, as ordinary students use.
Nowadays, all students have access to and indeed most own computers and are comfortable with the software used to compose music. There are probably too many musical options for them now and the trick is to limit the number of musical ideas so as to develop structure and continuity in their work.
The pressure to give A grades is intense. It comes from the students and increasingly from their parents as well.
Teachers of science in schools and colleges must be masters of the tools for ensuring integrity in science and must instill them in their students.
My obligation is to focus on the priorities of classroom instruction, parental involvement and student safety, targeting student performance and eliminating unnecessary administrative costs.
The student armed with information will always win the battle.
I try to teach my students that books are a mirror, reflecting their own lives, and a window, giving them a peek into someone else's.
I realized that every lesson, conference, response, and assignment I taught must lead students away from me and toward their autonomy as literate people.
A classroom atmosphere that promotes reading does not come from the furniture and its placement as much as it comes from the teacher's expectation that students will read.
Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.
Although I enjoy digging through the library to help students find books, my aim is to help them develop self-confidence in choosing books for themselves.
Students need to make their own choices about reading material and writing topics.
By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.
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