I really think music in school is vital. Some pivotal moments in my life were my childhood scholastic experiences with music - teachers who found out I could sing, and encouraged me, or teachers who turned me on to music or bands I hadn't yet heard.
Under the spell of the right song, passion is within reach... love is close by... and you are not alone! With such potency, music should be treated with care. The sound, the feel, the presentation... everything! It is a medicine. It is a teacher!
At school where you a dunce or a teacher's pet? All of the above. I was stupid so they thought I was cute.
High school teachers who want to get reluctant readers turned around need to give the students some say in the reading list. Make it collaborative: The students will feel ownership, and everyone will dig in.
I can remember exactly where I sat when my teacher first read Roald Dahl's 'James and the Giant Peach'.
We need balance. We need to balance our inner life with our outer life. Nature is always sitting there waiting to help us but we have to do the work. Nature is probably the greatest teacher that we’ll ever have …the earth and nature.
When I was a kid, I thought history was the most boring subject of all. I shouldn't blame my teachers; I should blame me, but I'll blame them.
For me as a midfielder, Paul Scholes was the best possible teacher. When people ask me my hardest opponent, I always refer to Paul in training. Facing him improved me so much because his astonishing quality gave me something to aim for. He never gave the ball away, he could nutmeg you, he could make you look a fool, his range of passing was remarkable, his touch and awareness, everything was top notch. Seeing Scholesy made you stand back and realize you had a long way to go, because he was awesome.
In seventh grade I had a magical teacher, her name was Mrs. Fried. She wore only pink, she drove a pink Mustang, and she was half out of her head. But very inspiring. And one day she said, "Take out a paper and pen and write something about peace." For some reason I wrote a poem on Noah - I don't know why I chose Noah - and it turned out it was for a contest for the UN. I ended up winning and reading the poem in front of the UN. I remember Mrs. Fried telling me, "When you write your first book, dedicate it to me." That was like, "Whoa."
I think I came to film-making through writing. I started to write, and people, teachers, responded to my writing.
[The strike in 1968] brought us together with teachers and also with progressive whites. All of us came from diverse backgrounds, but at the same time the reasons why we were at San Francisco State in the late sixties was because of the agitation and movement building that had occurred within our communities. We saw ourselves not separate from the community but intimately connected to it.
Both of my sisters have been teachers and they used to say you get asked between 300 and 600 questions every day which you have to answer. That's exactly what directing is. And the vast majority of those questions are not very interesting really, but they need somebody to make a decision - a good one or a bad one - and they follow it.
The expression 'Those who can't do, teach' is a curious one, because if you look at the world , you'll see that teachers aren't particularly worse at doing things than anyone else, so perhaps the expression might be better worded as 'nobody can do anything
Most schools have a loud system of loud bells, which startle the students and teachers at regular intervals and remind them that time is passing even more slowly than it seems.
All I can say on the Guilford story - and this comes more from my perspective as a father than an artist - is for parents and administrators to give so little value to the career of a public-school teacher - to allow him to be cast aside without exhausting every avenue to resolve the issue - is an obscenity worse than anything I've ever drawn in my comics.
Students never think it can be the teacher's fault and so I thought I was stupid. I was frustrated and would come home and cry because I couldn't do it. Then we got a new teacher who made math accessible. That made all the difference and I learned that it's how you present it that makes it scary or friendly.
If I waited to be in the mood to write, I'd barely have a chapbook of material to my name. Who would ever be in the mood to write? Do marathon runners get in the mood to run? Do teachers wake up with the urge to lecture? I don't know, but I doubt it. My guess is that it's the very act that is generative. The doing of the thing that makes possible the desire for it.
Our teachers are everywhere. Our teachers are right in front of us, and take so many forms. All we need to do is to open our eyes, to be open to and aware of the possibilities. Otherwise, we walk sightless among miracles.
I don't have a lot of skills, but one thing I can do is, I can compartmentalize. I can make that a little world that I can go back to, so I can be a waitress, or I can be a teacher, and then go and work on my book.
The persistence of housing discrimination and housing segregation makes it difficult at times to integrate schools. So what flows from that is disappointment and cynicism and the search for what's next. And it's really in the search for what's next after that that we come upon ideas like increasing standardized testing for kids and using those tests scores to hold teachers accountable.
Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people.
There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.
I think any sort of system that gives teachers more opportunities like teacher-led schools is a positive one that's going to lead to better retention in the profession, and it's going to be more intellectually challenging, so teachers stay engaged with their work over the many years of their career.
If you're afraid to talk to the other adults in your school it is definitely throughout history the hallmark of a failing school. When I was writing about the teachers' strike in New York City in 1968, the middle school where events triggered that strike was a place where teachers were known to hide in their classrooms.
When you see that 76 percent of teachers are female, I think you have to acknowledge that there's a cultural bias, and it does date back to this nineteenth century idea that teaching is a form of mothering.
