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Classroom Quotes

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Classroom Quotes

“A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.”

“I believe that all genial classrooms share at least five characteristics that guide their instruction regardless of content or grade level. These characteristics are (1) freedom to choose, (2) open-ended exploration, (3) freedom from judgment, (4) honoring every student's experience, and (5) belief in every student's genius.”

“Each time I visit such a classroom, where the teacher is more interested in creating a democratic community than in maintaining her position of authority, I’m convinced all over again that moving away from consequences and rewards isn’t just realistic - it’s the best way to help kids grow into good learners and good people.”

“The American Constitution, one of the few modern political documents drawn up by men who were forced by the sternest circumstances to think out what they really had to face, instead of chopping logic in a university classroom.”

“Although drugs are immoral and must be kept from the young, thousands of schools pressure parents to give the drug Ritalin to any lively child who may, sensibly, show signs of boredom in his classroom. Ritalin renders the child docile if not comatose. Side effects? "Stunted growth, facial tics, agitation and aggression, insomnia, appetite loss, headaches, stomach pains and seizures." Marijuana would be far less harmful.”

“Business is essentially applied rationality: a systematic process of thinking that produces a real-world result. Instead of mortgaging your life to go to business school, it's possible to dramatically increase your knowledge of business on your own time and with little cost - without setting foot inside a classroom.”

“Service-learning is a particularly fertile way of involving young people in community service, because it ties helping others to what they are learning in the classroom. It enables them to apply academic disciplines to practical, everyday problems. In the process, it provides a compelling answer to the adolescent's perennial question, 'Why do I need to learn this stuff?”

“Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.”