Engaging Students In Learning Quotes

It is not possible to spend any prolonged period visiting public school classrooms without being appalled by the mutilation visible everywhere - mutilation of spontaneity, of joy in learning, or pleasure in creating, or sense of self ... Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are [they are much the same in most countries], how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they unconsciously display for students as students. ~ John Holt

I think there's too much emphasis placed on learning things by rote that you don't really care about. So what happens to students in school is that they eventually lose interest in learning, because they've been forced to learn the required courses, rather than pursing their passion. ~ Jack Canfield

We have created a culture of reading poverty in which a vicious cycle of aliteracy has the potential to devolve into illiteracy for many students. By allowing students to pass through our classrooms without learning to love reading, we are creating adults (who then become parents and teachers) who don't read much. They may be capable of reading well enough to perform academic and informational reading, but they do not love to read and have few life reading habits to model for children. ~ Donalyn Miller

Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year's worth of material in one school year. The students in the class of a very good teacher will learn a year and a half's worth of material. That difference amounts to a year's worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a bad school with an excellent teacher than in an excellent school with a bad teacher. ~ Malcolm Gladwell

The top experts in the world are ardent students. The day you stop learning, you're definitely not an expert. ~ Brendon Burchard

The 2011 legislation was an effort to decrease the number of students competing with families and working people for scarce housing. San Francisco is home to 82,000 full-time students in 31 colleges and universities, but its institutes of higher learning provide housing for only about one-tenth of that population. In contrast, Boston successfully pushed its schools to meet the housing needs of 50 percent of students. The Board of Supervisors passed the law that made student housing exempt from the affordable-housing fee developers must pay. But with the exception of Kennedy, who has been building student housing in Berkeley for 20 years, no developers have stepped up to take advantage of the law. ~ Anonymous

A university is not about results in the next quarter; it is not even about who a student has become by graduation. It is about learning that molds a lifetime, learning that transmits the heritage of millennia; learning that shapes the future ~ Drew Gilpin Faust

Methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me. ~ Donald Knuth

To this day, most institutions of higher learning either do not know how to instruct students in reading beyond the elementary level, or lack the facilities and personnel to do so. ~ Mortimer J. Adler

We should look at the kind of work that goes into acquiring a liberal education at the college level in the same way that we look at the grueling apprenticeship that goes into becoming a master chef: something that understandably attracts only a limited number of people. Most students at today's colleges choose not to take the courses that go into a liberal education because the capabilities they want to develop lie elsewhere. These students are not lazy, any more than students who don't want to spend hours learning how to chop carrots into a perfect eighth-inch dice are lazy. A liberal education just doesn't make sense for them. ~ Charles Murray

We chased her across the Pont-Neuf and through the Bois de Boulogne, kicking up leaves, and one day we knew that no matter where we might find ourselves in the world, Paris would be an ache in our hearts. Yes, we were young students in Paris. We had gone there because we knew it was the city of love and learning and light. Where it would lead was not as important as where we were at the moment. Looking at the city, we thought we saw our whole lives. Perhaps we did. ~ Karen Schur

This is precisely why one significant mistake students sometimes make in learning math and science is jumping into the water before they learn to swim. ~ Barbara Oakley

The finding that rereading textbooks is often labor in vain ought to send a chill up the spines of educators and learners, because it's the number one study strategy of most people - including more than 80 percent of college students in some surveys - and is central in what we tell ourselves to do during the hours we dedicate to learning. Rereading has three strikes against it. It is time consuming. It doesn't result in durable memory. And it often involves a kind of unwitting self-deception, as growing familiarity with the text comes to feel like mastery of the content. ~ Peter C. Brown

The single problem plaguing all students in all schools everywhere is the crisis of disconnection. Meaningful Student Involvement happens when the roles of students are actively re-aligned from being the passive recipients of schools to becoming active partners throughout the educational process. ~ Adam Fletcher

Until when will the poor youngsters be obliged to listen or to repeat all day long? When will they be given some time to reflect on this accumulation of knowledge, to be able to coordinate [find a pattern in] this endless multitude of propositions, in these unrelated calculations?...Students are less interested in learning than passing their exams. ~ Evariste Galois

Extraordinary - that Willowdale Academy and Calvin Coolidge High School should both be institutions of learning! The contrast is stunning. I had a leisurely tea with the Chairman of the English Department. I saw several faculty members sitting around in offices and lounges, sipping tea, reading, smoking. Through the large casement windows bare trees rubbed cozy branches. (One of my students had written wistfully of a dream-school that would have "windows with trees in them"!) Old leather chairs, book-lined walls, air of cultivated casualness, sound of well-bred laughter. ~ Bel Kaufman

Liebig taught the world two great lessons. The first was that in order to teach chemistry it was necessary that students should be taken into a laboratory. The second lesson was that he who is to apply scientific thought and method to industrial problems must have a thorough knowledge of the sciences. The world learned the first lesson more readily than it learned the second. ~ Ira Remsen

Students who are interested in learning about the environment should not be dissuaded from doing so, but only if they have proved their proficiency in other basic courses, such as U.S. history. Until then, we need to focus on producing well-educated citizens steeped in their country's history and mindful of their civic responsibilities. ~ George Nethercutt

Free human dialogue, wandering wherever the agility of the mind allows, lies at the heart of education. If teachers do not have the time, the incentive, or the wit to produce that; if students are too demoralized, bored, or distracted to muster the attention their teachers need of them, then THAT is the educational problem which has to be solved ... That problem ... is metaphysical in nature, not technical ~ Neil Postman

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. ~ Ayn Rand

I don't consider myself an expert in the why. I don't consider myself an expert in leadership. I consider myself a student of leadership and I consider myself a student of the why. I'm constantly learning and I'm constantly looking for opportunities where it it will fail. ~ Simon Sinek

Students quickly receive the message that they can only be smart when they are not who they are. This, in many ways, is classroom colonialism; and it can only be addressed through a very different approach to teaching and learning. ~ Christopher Emdin

Unlike at the Academy or the Lyceum, women, some of them concubines and mistresses, as well as a few slaves, joined the conversation; further, many of the students here had arrived without academic credentials in mathematics or music, de rigueur for entry to the other Athenian schools of higher learning. Everyone in the Garden radiated earnestness and good cheer. The subject under discussion was happiness. ~ Epicurus

The modified Mozart used by Tomatis, Paul, iLs, and others over time in an individualized therapy must be distinguished from claims made in the media in the 1990s that mothers could raise the IQ of their children by having them briefly listen to unfiltered Mozart. This claim was based on a study not of mothers and babies but of college students who listened to Mozart ten minutes a day and improved IQ scores on spatial reasoning tests - an effect that lasted only ten to fifteen minutes! Hype aside, different studies by Gottfried Schlaug, Christo Pantev, Laurel Trainor, Sylvain Moreno, and Glenn Schellenberg have shown that sustained music training, such as learning to play an instrument, can lead to brain change, enhance verbal and math skills, and even modestly increase IQ.] ~ Norman Doidge

People are attracted to teaching because they want to make a real impact. The teachers who are making the greatest difference go far beyond meeting standardised test measures. They aspire to truly level the playing field for their students, which means inspiring a love of learning, fostering the highest levels of critical thinking, building perseverance in working towards academic excellence, and so on. ~ Wendy Kopp

Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike. ~ Carol Ann Tomlinson

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation.

This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid.

We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to ~ Cullen Thomas

I thought about this for days, just as I thought of the special-ed teacher I met in Pittsburgh. "You know," I said, "I hear those words and automatically think Handicapped, or, Learning disabled. But aren't a lot of your students just assholes?"
"You got it," she said. Then she told me about a kid - last day of class - who wrote on the blackboard, "Mrs. J____ is a cock master."
I was impressed because I'd never heard that term before. She was impressed because the boy had spelled it correctly. ~ David Sedaris

The online credential, the online certificate is very different from an on campus certificate. And we really believe that online learning and the EdX platform and the EdX portal, these are ways in which - you can think of them as a rising tide that's going to lift all boats whether for students worldwide or on our campuses. ~ Anant Agarwal

Peer-Assessment 25 Peer-assessment helps students in many ways. First, it gives them a chance to compare their own work to that of their peers. This helps them to develop a greater sense of what can be done. Second, it opens up success criteria, ensuring pupils can become more familiar with what they need to do to succeed. Third, it allows students to think of new ideas based on what they see while engaged in the task. You can ask pupils to peer-assess any work produced in class or at home. Just make sure they have a mark scheme or set of criteria to use and that you train them on how to give good feedback (that is clear and focussed on the learning). ~ Mike Gershon

There is a whole industry in America of people who want to write, and those who teach it. Even if the students don't end up writing, what's good about them taking the courses is, they become great readers, learning to appreciate the writing. ~ Edmund White

Will raised both eyebrows. 'Well, you learn a new thing everyday,' he said reflectively.
'In your case, that's no exaggeration,' Halt said, completely straight-faced. ~ John Flanagan

There are two versions of math in the lives of many Americans: the strange and boring subject that they encountered in classrooms and an interesting set of ideas that is the math of the world, and is curiously different and surprisingly engaging. Our task is to introduce this second version to today's students, get them excited about math, and prepare them for the future. ~ Jo Boaler

We all learn by imitating, as children, as students, as novices in the world of business. And then we grow up and learn to blend our innate abilities with the rules or principles we have learned. ~ Akio Morita

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it's all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a "useful" or job-securing education, from which we continue to get mixed results. ~ Henry Doss

In 2009, the Bill & Melinda Gates Foundation launched a massive project to study 3,000 teachers in seven cities and learn what made them effective. The five metrics that most correlated with student learning were:
1. Students in this class treat the teacher with respect.
2. My classmates behave the way my teacher wants them to.
3. Our class stays busy and doesn't waste time.
4. In this class, we learn a lot almost every day.
5. In this class, we learn to correct our mistakes. ~ Thomas Kane

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it?
1.Preparation = Success!
"If you fail to prepare, you're prepared to fail." - Mark Spitz, Gold Medalist, Swimming
2.Learning is lifelong
"Never put an age limit on your dreams." - Dara Torres, Gold Medalist, Swimming
3.Failure is opportunity
"One shouldn't be afraid to lose" - Oksana Baiul, Gold Medalist, Figure Skating
4.The only person who can stop you is yourself
"This ability to conquer oneself is no doubt the most precious of all things sports bestows." - Olga Korbut, Gold Medalist, Gymnastics
5.Learning is fun!
"If you're not having fun, then what the hell are you doing?" - Allison Jones, six-time Paralympian
6.You have to be in it to win it
"Failure I can live with. Not trying is what I can't handle." - Sanya Richards-Ross, Gold Medalist, Track & Field
There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don't get started in the first place. ~ Udacity

His sophomore Creative Writing class was as silent as a room full of teenagers could be, only whispering and shuffling a little as they tried to complete their papers. This wasn't one of the "easy A" electives, and he usually got the kids who were serious about the idea of being better writers. Half of them just wanted to get better so they could improve their Pacific Rim hurt/comfort fanfic, but there was nothing wrong with that. Besides, one of them had let slip that a good portion of the class was posting on Archive of Our Own, and he'd spent a few nights with a beer in his hand, learning more about his students. He hadn't read the NC-17 pieces - there were professional limits - and yet he felt he respected them more as writers because he'd seen what they were capable of when they weren't being graded. ~ Seanan McGuire

The biologist and intellectual E. O. Wilson was once asked what represented the most hindrance to the development of children; his answer was the soccer mom. He did not use the notion of the Procrustean bed, but he outlined it perfectly. His argument is that they repress children's natural biophilia, their love of living things. But the problem is more general; soccer moms try to eliminate the trial and error, the antifragility, from children's lives, move them away from the ecological and transform them into nerds working on preexisting (soccer-mom-compatible) maps of reality. Good students, but nerds--that is, they are like computers except slower. Further, they are now totally untrained to handle ambiguity. As a child of civil war, I disbelieve in structured learning . . . . Provided we have the right type of rigor, we need randomness, mess, adventures, uncertainty, self-discovery, near-traumatic episodes, all those things that make life worth living, compared to the structured, fake, and ineffective life of an empty-suit CEO with a preset schedule and an alarm clock. ~ Nassim Nicholas Taleb

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It's a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning. ~ Malcolm Gladwell

As a teacher with over thirty years of experience, I've found that students are hungry for material that goes beyond simply learning tune after tune. In fact, my students suggested a good portion of the material presented here. This lesson should be an indispensable aid to the aspiring bluegrass banjoist. ~ Tony Trischka

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning. ~ Carl Rogers

The value of the student's question is supreme. The best initial response to a question is not to answer it, per se, but to validate it, protect it, support it, and make a
space for it. Like a blossom just emerging, a question is vulnerable and delicate. A
direct answer can extinguish a question if you're not careful. But if you nourish the
blossom, it will grow and give fruit in the form of insight as well as more questions.
In short, a question needs to be nurtured more than answered. It should be given
center stage, admired, relished, embraced, and sustained. ~ Curt Gabrielson

Forcing youthful brains to become early birds will guarantee that they do not catch the worm, if the worm in question is knowledge or good grades. ~ Matthew Walker

Between my generation and that of my students is an entire cohort of writers in their 30s and 40s. I think they've suffered most from the climate I'm describing. They prepared for their trade in the traditional way, by reading literature, learning something about history or foreign countries, training as reporters, and developing the habit of thinking in complexity. And now that they've reached their prime, these writers must wonder: Who's the audience for all this? Where did the broad and persuadable public that I always had in mind go? What's the point of preparation and knowledge and painstaking craft, when what the internet wants is volume and speed and the loudest voices? Who still reads books?

Some give in to the prevailing current, and they might enjoy their reward. Those who don't are likely to withdraw. The greatest enemy of writing today might be despair.

From a speech made in January 2020 on receipt of the 2019 Hitchens Prize, also printed as an essay in The Atlantic. ~ George Packer

As students cross the threshold from outside to insider, they also cross the threshold from superficial learning motivated by grades to deep learning motivated by engagement with questions. Their transformation entails an awakening
even, perhaps, a falling in love. ~ John C. Bean

I want my students involved in learning to love and question art, not to live in fear of tests. ~ Marlene Nall Johnt