I think the problem with schools is not too many incentives but too few. Because of tenure, teachers' unions, and the fact that teachers generally aren't observed in their classrooms, they can do whatever they want in class.
I did a school play when I was 10 where I played a cold germ infecting a whole classroom of kids. The play was called 'Piffle It's Only a Sniffle.' I'd never had so much fun. It was a thrill.
Notice the difference: A child’s disability is the focus in traditional classroom settings, but his abilities are the focus in the homeschool environment.
And that's actually the brunt of what we do is, people going straight from their workplace, straight from home, straight into the classroom and working directly with the students. So then we're able to work with thousands and thousands more students.
When I retired from active duty, I still felt that I owed something to my community. That's why I pursued education... I still miss the classroom and recall those days fondly.
The amount of education, in the most basic sense of the word, I receive on a daily basis through Skype amazes me. The technology is one of the reasons I wanted to join Skype and am eager to get Skype into every classroom around the globe.
Our highly qualified teachers not only work hard, but they care about each and every student that enters their classroom. I thank you, Montana teachers, for your sense of duty and compassion to our precious future generation.
The world is a classroom - life is the teacher and the subjects are learned everyday from the successes, failures, changes, twists, turns, surprises and contradictions - some brought about through choices and others pre-ordained by destiny.
Maintaining order in the classrooms has never been easy and it is evident that the school setting requires some easing of the restrictions to which searches by public authorities are ordinarily subject.
Remember the picture of the president in the classroom, being told of the attack by chief of staff Andy Card? The American people thought they were seeing a man suddenly thrust into a grave challenge no one could have anticipated.
It's a way of clearing the palate. Kids come into the classroom with all this other stuff in their hands. If they write it down for 10 minutes they become much more available for whatever it is we want to do in the class.
John, Kid in Classroom: Oh, God, I could be bounded in a nutshell, and count myself a king of infinite space, were it not that I have bad dreams.
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.
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.
What you do on the court, off the court, in the classroom, it's all the same. Your habits, the way you treat class, your relationships - it's all the same. Do it right or don't do it.
Under no circumstances should doodling be eradicated from a classroom or a boardroom or even the war room. On the contrary, doodling should be leveraged in precisely those situations where information density is very high and the need for processing ...
No Child Left Behind has diminished [teachers'] sense of control of their own classroom, narrowed the focus of their jobs, and stifled pedagogical innovation.
I started culinary school at a very young age, and really I wanted to be out working, cooking, more than I wanted to be in a classroom. You could say I wasn't a very good student - I wanted to be a student of life and experience.
In classrooms full of students who range from brilliant to sullen disaffection, it's games - and often games alone - that I've seen engage every single person in the room. For some, the right kind of play can spell the difference between becoming par...
Because most of my career in the classroom has been at art schools (beginning at Bennington in the 1970s), I am hyper-aware of the often grotesque disconnect between commentary on the arts and the actual practice or production of the arts.
I teach our young men that respect is earned each day on the practice field, in the classroom, and how each young man lives his life.
