Best 6551 quotes in «education quotes» category

I love books. I enjoyed reading.

I love buying books to create my sacred library.

I love reading.

I love to go the library to borrow books. But I also enjoyed buying books to create my sacred library.

I love to read for my pleasure.

I love my God. I thank my Allah. I talk to him all day. He is the greatest. By giving me this height to reach people, he has also given me great responsibilities. Peace in every home, every street, every village, every country – this is my dream. Education for every boy and every girl in the world. To sit down on a chair and read my books with all my friends at school is my right. To see each and every human being with a smile of happiness is my wish.

I love to read.

Imagination is the sacred intuition.

Imagination is a divine creativity.

Imagination is a sacred intuition.

I may not have a degree, but I certainly got an education.

Imagine this: Ice is coming to YOUR house. Can you HEAR it knocking? Are you ready? What will YOU do?

I’m clinging to one last thought: pain is the harbinger of hope. You have to be alive to feel pain. If you are alive, then you have purpose. If you have purpose, then you have hope.

I mean what else is there for a woman to do if she doesn't want to go from the parental to the marital home with nothing in between? 'An educated woman,'Millie amended. 'An educated woman,' Ursula agreed.

I make honorable things pleasant to children." A teacher from Sparta

Imagine what ideas are locked up in the hearts and minds of women who simply lack the tools to express them.

I mean-- no offense, Leonard, but you really don't like to climb ropes, and get into the Marine Corps, and kill your countriy's enemies, do you?" I said that it wasn't one of the big goals of my life. "Well, maybe you'd like me to get you into this corrective gym class, where you can study toe dancing, and grow up to be a little Commie, sissy boy," Mr. Jerris said. I told him I would like that just fine…

..I met two young guys from the Oregon National Guard... The lieutenant told me about their temporary barracks in an old neighborhood high school. He told me that he was disgusted that kids ever went to school there, and that in Oregon the place would have been bulldozed and rebuilt so that kids could have a proper place to learn. He seemed troubled that all of this was happening in America. He realized that many of the problems he was seeing in New Orleans existed before the storm, and he wanted to know why people had put up with it and why they hadn't voted out of office the people who had let this happen. I told him I didn't know, but maybe we could change things in New Orleans in the future. He seemed hopeful. I felt less certain.

I'm learning [that] love and school are the only things you get for free when you're young, and I took it for granted.

I’m in my classroom and I’m looking at this girl, but all I can see is my dad on the ground, in front of The Wall, telling the truth, finally—his knees drawn and his chest heaving—and when people pass by they look the other way, except for this one lady who stops to give my dad a hug. She gets down on her knees to reach him, and now she’s crying with a stranger, and without asking I know it’s because she’s lost something, too, and I wonder if in comforting my dad she thinks she can find it again. Probably not. It doesn’t work that way.

I’m not sure I ever met an American teacher in Korea that hadn’t volunteered at an orphanage at least once—even our resident idiot could be surprisingly decent on occasion—but I’ve also visited foreign countries where children are taught hatred. I’ve seen it up close and personal. It’s antithetical to everything I believe in as a teacher. The mandate for all teachers is to instill hope, not fear and hatred.

I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about.

Imhotep never attended university, but was the father of medicine. Nimrod never attended military academy, but was the father of conquests. Noah never attended seminary, but was the father of prophecy. Guru Nanak never attended university, but inestimable admire him. Mohammed never attended university, but innumerable honor him. Buddha never attended university, but incalculable praise him. King David never attended university, but numberless respect him. King Solomon never attended university, but endless celebrate him. King Jesus never attended university, but countless worship Him.

Improving intelligence is possible, but it is more likely to occur if children are given the right experiences at the right ages.

I'm not as interested in dispensing knowledge on how to make a living ass I am in helping young people learn how to make a life...

Impart knowledge to children, and you have fed them for days; impart understanding, and you have fed them for years, but impart wisdom, and you have fed them for a lifetime.

I must endure to the end.

I’m sure the driver was a great guy and all he wanted was to drive me to my hotel—but he was a complete stranger to me and the truth is that being vigilant isn’t a part-time job, it’s not about being nice to people, it’s about reality. I made a terrible mistake once, believing the monsters that want to hurt us are easily labeled and identified, rather than walking and hiding amongst us. That’s my reality.

I'm the G when you spell OG

I’m sure if Socrates were alive today, and had to sit through even a single meeting discussing how to use data to inform instruction, he’d kill himself all over again.

In academics, an excellent result without personal effort is a copied work

In a classroom, when it’s silent, they’re thinking. You’ve got to give them time to think.

In a 1968 study of daily life in classrooms, Philip W. Jackson wrote that students spend as much as 50 percent of their time waiting for something to happen. They wait for teachers to pass out papers. They wait for slower students to get their questions answered. They wait for the lunch bell to ring. Alas, forty-five years after Jackson published his book, millions of American students are still waiting. They’re waiting for all of the old reasons, and one relatively new one: they’re waiting for our education system to catch up with their lives.

In addition to labeling kids who learn differently as problematic, sometimes defective, most schools classify, track, and categorize students from very early ages. As an abundance of research studies confirm, these classifications tend to become self-perpetuating and self-confirming. My interviewees illuminate the ways in which grades, tests, and opportunities to learn are often arbitrary or related to class, race, and gender. In the supposed meritocracy of schooling, these markers and estimations have profound impact, not just structuring how we fit into the learning hierarchy of an individual classroom, but who we are who whom we believe we will become.

In 1778, Jefferson presented to the Virginia legislature "A Bill for the More General Diffusion of Knowledge," in which he argued that all forms of government could degenerate into tyranny. The best way of preventing this, he wrote, is "to illuminate, as far as practicable, the minds of the people at large." The study of history could serve as an especially effective bulwark, allowing the people to learn how to defeat tyranny from past examples. Jefferson would return again and again to the importance of education in a democracy.

In a country like Nigeria, people have been made to believe that you need prayer to do what God has given men power to achieve.

In Anton Chekhov’s play the Three Sisters, sister Masha refuses ‘to live and not know why the cranes fly, why children are born, why the stars are in the sky. Either you know and you’re alive or it’s all nonsense, all dust in the wind.’ Why? Why? The striving to know is what frees us from the bonds of self, said Einstein. It’s the striving to know, rather than our knowledge-which is always tentative and partial- that is important. Instead of putting computers in our elementary schools, we should take the children out into nature, away from those virtual worlds in which they spend unconscionable hours, and let them see an eclipsed Moon rising in the east, a pink pearl. Let them stand in a morning dawn and watch a slip of a comet fling its trail around the Sun…Let the children know. Let them know that nothing, nothing will find in the virtual world of e-games, television, or the Internet matters half as much as a glitter of strs on an inky sky, drawing our attention into the incomprehensible mystery of why the universe is here at all, and why we are here to observe it. The winter Milky Way rises in the east, one trillion individually invisible points of light, one trillion revelations of the Ultimate Mystery, conferring on the watcher a dignity, a blessedness, that confounds the dull humdrum of the commonplace and opens a window to infinity.

In America, we have an education system where we mass produce high school and college graduates that leads us into a false sense of security that wise people who came before us figured out what we need to know to have the best possible life and that when we have completed our education that knowledge has been imparted to us.

In both generations, the black had a higher level of results on achievements in education, wage level, and employment

In all racial groups, students from wealthy households tend to score better than those who are poor, but income does not explain group differences. A study by McKinsey and Company found that white fourth graders living in poverty scored higher—by the equivalent of about half-a-year’s instruction—than black fourth graders who were not poor. These differences increase in high school. On the 2009 math and verbal SAT tests, whites from families with incomes of less than $20,000 not only had an average combined score that was 117 points (out of 1600) higher than the average for all blacks, they even outscored by 12 points blacks who came from families with incomes of $160,000 to $200,000. Educators and legislators have not ignored the problem. The race gap in achievement is such a preoccupation that in 2007, 4,000 educators and experts attended an “Achievement Gap Summit” in Sacramento. They took part in no fewer than 125 panels on ways to help blacks and Hispanics do as well as whites and Asians. Overwhelming majorities in Congress passed the No Child Left Behind Act in 2002 to improve student performance and bridge achievement gaps. The government budgeted $24.4 billion for the program for fiscal year 2007, and its requirements for “Adequate Yearly Progress” have forced change on many schools. This is only the latest effort in more than 25 years of federal involvement. The result? In 2009, Chester E. Finn, Jr., a former education official in the Reagan administration, put it this way: “This is a nearly unrelenting tale of woe and disappointment. If there’s any good news here, I can’t find it.

Inavyoonekana, kadiri mtu anavyozidi kupata elimu ndivyo anavyozidi kudharau uwepo wa Shetani na uwepo wa Mungu pia. Lakini, kwa upande mwingine, ndivyo anavyoonekana hajasoma sana na ndivyo Shetani anavyozidi kulaumiwa kwa kila dhambi inayotendeka. Kuna elimu ya kidunia na kuna elimu ya kidini. Huwezi kutawala dunia bila elimu ya kidunia, kwa sababu Shetani anajua ukiipata elimu hiyo hutajua kama yupo; na huwezi kutawala dunia bila elimu ya kidini, kwa sababu Mungu anajua ukiipata elimu hiyo utajua kama yupo. Hivyo, utamdharau Mungu ukipata elimu ya kidunia, utamheshimu Mungu ukipata elimu ya kidini.

Incentives aren't the only thing that matter for economic growth. Opportunity is also crucial, and extreme inequality deprives many people of the opportunity to fulfill their potential, and government programs that reduce inequality can make the nation as a whole richer by reducing that waste.

In dealing with us, God always starts with our motives. What do you want for the people? What does God wants for his people? What do you want Him to do for you; that's is a starting place.

In chaos is where learning happens the most.

In conclusion, the good can be made better; the bad remains bad.

I needed to talk to my dad. My dad who had been to war, who had seen its horrors, who suffered from its nightmares, my dad who was a good man, the best man I’d ever known, who, along with my uncle, I wanted to honor by teaching military kids—my dad, the only one who I would believe if he would just tell me I could be good, too, that I could do right by my students, because for sure they were going to suffer. It’s just cause and effect. We’re at war. The military fights wars. I teach military kids. I’d never served, but now I could make a difference. I just needed my dad to tell me what to do, to tell me I was good enough to get it done.

Indoctrination is not just demeaning to the human conscience, it is lethal for the flourishing psychology of the hungry, young mind.

I never think of him as a scholar assaulting me with how much he knows, but as a teacher eager to share a lifelong passion for the subject.

In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.

Infants never learn to soothe themselves to sleep. They learn, abandoned in seclusion, that no matter the volume of their despondence, no matter the force of their tears, when they are alone and frightened, no-one will ever come to their rescue. Infants do not soothe themselves. They merely surrender. And it is caged in their cribs where the infants learn, in the face of their demons, to remain silent and submitting.