43 Quotes About Pedagogy

When a teacher is a friend/relatable;it creates an invisible layer of accountability.Making the student a better studentand in turn the teacher a better teacher.

To reach a child's mind, first reach a child's heart.

When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.

In contrast to generally accepted beliefs and to the horror of pedagogues, I cannot attribute any positive significance to the word pedagogy. I see it as self-defense on the part of adults, a manipulation deriving from their own lack of freedom and their insecurity, which I can certainly understand, although I cannot overlook the inherent dangers.

Placing the burden on the individual to break down doors in finding better education for a child is attractive to conservatives because it reaffirms their faith in individual ambition and autonomy. But to ask an individual to break down doors that we have chained and bolted in advance of his arrival is unfair.

Many suburban legislators representing affluent school districts use terms such as "sinkhole" when opposing funding for Chicago's children. "We can't keep throwing money," said Governor Thompson in 1988, "into a black hole." The Chicago Tribune notes that, when this phrase is used, people hasten to explain that it is not intended as a slur against the race of many of Chicago's children. "But race," says the Tribune, "never is far from the surface...

In looking at our our individual classroom pedagogies and our isolated artistic endeavors, we must broaden the frame of analysis to consider historical, contextual and institutional assumptions. This means a constant awareness of how the micro-practices of interpersonal dialogue and embodied ways of knowing each other can provide an impetus fro structural change.

The philosophic aim of education must be to get each one out of his isolated class and into the one humanity. Prudence and responsibility are not middle-class virtues but human virtues.

Education is a natural community function and occurs inevitably, since the young grow up on the old, towards their activities, and into (or against) their institutions; and the old foster, teach, train, exploit and abuse the young. Even neglect of the young, except physical neglect, has an educational effect -- not the worst possible.