A site to share and exchange ideas about English – teaching or enjoying it.

BE is THE verb.

Today I attended a lecture. Big news, I’m always doing that, I even believe it’s in a teacher’s job description: ‘he/she should attend lectures’. The difference today was that I was somewhat ignorant of the topic – I only knew it was supposed to be about something ‘positive’. Well, if I could summarise it in one sentence, it would be “cut down on having and start being.”

I’ve mulled over it all now and as a life-long learner I’m transferring what I absorbed to my life as a teacher. As I see it, a teacher should worry less about having and go for more being in the classroom. Let’s see:

BE friendly – create an atmosphere of camaraderie with your pupils, with people adding something to each other’s lives. Use your knowledge of their habits and interests to bring them to your side and also take that into consideration when planning your lesson: a class of teens will hardly concentrate if you ask them to talk about old age, however, will talk passionately about video games! Discipline is desirable and necessary, rules are of utmost importance, but there’s no need to be a tyrant. Conquer your students and you’ll be able to twist them around your little finger!

BE flexible – teaching is linked to adapting. Learners internalize items in unique ways, so you should be able to expose your ideas so as to cater for your varied audience. There may be visual, auditory, kinesthetic or read-write learners in the same classroom, and your job is to facilitate their job. Talk, sing, use realia, mime, act it out, elicit, use all you can to put your message across in a variety of styles.

BE resourceful – teachers always have a plan B. If you don’t, it’s never late to start. Don’t rely solely on your computer or interactive whiteboard or your notes. Or your memory, for God’s sake! You may forget your plans, the lights may go off, the computer may (it certainly will) conk out. Exploit classroom situations (as they appear) in order to create more meaningful moments to students: investigate their likes and dislikes, steering your class in that direction. Students learn faster if they relate to what is being taught.

BE attentive – every group of students offers a handful of possibilities. It’s not hard to find them – but it’s easy to miss them. The good teacher should have an eye for detail and be able to spot windows of opportunity to teach a certain item of vocabulary or structure which would sound terribly off-place if taught at random. It’s also key to be able to detect what makes your group tick – it may be music, games, sports, films or something totally unexpected. Whatever it is, they’ll be with you if you bring it up now and then in context to please them and provide them with a chance to put their personality into the class.

BE interesting – first and foremost, enjoy your teaching yourself! Have a good time in your class. Reveal your interesting traits to students, let them know you a little. Who likes a boring sulky teacher? Smile at the world and it will smile back at you.

BE good – I mean be good at what you do. Qualify yourself, recycle your studies, sit exams, attend lectures! The fact you can speak English well does not absolutely mean you are a good teacher. The good teacher tries hard, is forever learning, growing, adapting, growing, studying and growing. The English language is in constant change – we MUST change with it. I also mean be a good person. Mean good. Look at your learners in an unbiased way, never give up on them. Don’t label them. Give them a chance. Trust them.

I said in the beginning the lecture I attended was about being and not having. By that I don’t mean to say that as a professional you should not have certificates, knowledge, experience or the like. What I mean is we should consider being more – that’s the way we will fulfill our lives and feel more plenitude in our careers.

Someone once said “The difference between try and triumph is a little umph”. So, let’s be a little more ‘umph’ and keep trying… and being. After all, that’s what we are, aren’t we? Simple human ‘beings’.

A ticket to knowledge

My friend Rina from Cultura Inglesa Manaus & me at LABCI 2011

To go or not to go? To which one should I go? Should I go at all? Who will be there? Will it be worth it? How will it change my life? … The questions are endless. It’s like any other decision in life: you must choose which way to go, and this decision may change the course of your life. Or not. It’s your call. Going to an EFL congress, seminar or conference is not that different. Nowadays the offer of choices is interminable, and the acronyms boggle the mind: IATEFL (my favourite), LABCI, TESOL, ABCI, BrasTESOL, TEFL, ELT, EFL, ESL… Oh, dear!

Yes, I can say going to an EFL conference changed my course of events. When I first went to one of such encounters I didn’t really grasp their magnitude. To me, it was an opportunity to listen to those people who wrote the books I used and check how different from the cover photograph they looked. Also, I made friends, had a break from home, had a few drinks – why not – learned a thing or two and came home with a few ideas to share with the colleagues who’d decided to stay home.

Over the years my perception of EFL encounters has changed dramatically. Well, I admit I still have the occasional drink, make friends and have a chance to see again the friends I’ve made along the way. However, I can hardly wait to put my little hands on the conference programme and search for my favourite lecturers or a novelty speaker bringing up a spicy topic. Conferences offer the EFL/ESL professional a wealth of windows of growth, but the choice to open them is totally yours. Going to a congress does not mean immediate development. Your attitude towards it will determine how much you will learn; your contributions are equally important, because being in the audience is almost as important as being on stage. A wise question asked to a savvy lecturer makes a seemingly innocent talk become a beam of light.
I have attended quite a few conferences so far, and each time get as eager as if it was my first.

Learning is forever magical, and learning about something you love is super duper. You see common people who eat and pray and cry and laugh and just live like you become superstars on the stage and reveal their secrets of the trade to you as if they were the crown jewels. And you love it all. You watch people speak about the latest trends, about what used to be ‘in’ and now is tops again, about what is in the pipeline. You watch a nobody become somebody after an awesome talk. The cherry on the cake is to get to see – and hug perhaps – those ethereal creatures whose faces you recognize from your study books… they become flesh and bone right before your eyes. Such a revelation! You’ve shared so many moments of your life with them over a book … and know you see them face to face. Wow!

This year I had my IATEFL debut. What is that? Over 2.500 EFL professionals under the same roof discussing the magic of learning and teaching. It’s contagious, poetical, romantic, totally inspiring. Noone can be impervious to that atmosphere of sharing. Once you’re there, your life changes. You are not the same again. My head was still spinning when I returned home. I had so much to talk about, to share, to offer to colleagues, to advise, to ask and to answer, to take in. So much I wanted to do. And see. And teach. And learn. And grow.

Despite being an experienced EFL teacher, I’d never been a presenter before, don’t ask me why. Probably sheer laziness. I was a first-timer at LABCI Paraguay, last July. Now I’ve discovered a whole new world! The feedback and the experience change once again and give way to yet a new vision: sharing what you know at a conference is the ultimate learning experience. The adrenalin, the anticipation and the thrill of “being on stage” fuel you up and it all feels extremely gratifying in the end.

I am totally in favour of going to EFL/ESL events. It’s addictive in a healthy way, because once you go to one it’s unstoppable – you just can’t get enough. What amazes me is that not everyone can see all the potential contained in themselves. A handful of people I’ve worked with would be great lecturers, but they seem to sabotage themselves and get convinced they have other fish to fry. Why not, I ask? We all can teach something to someone. You don’t have to be a gifted speaker to be a good lecturer.

What I can say is that now I’m a different person. I enjoy conferences like a child at Christmas. And I guess my enthusiasm has spread somehow, because since I’ve started to feel that way some colleagues have started to look at EFL events with different eyes and more friends have gone to great lengths to attend ABCIs and LABCIs. One way or another, there’s much more to us EFL/ESL professionals at conferences than simply meeting friends – we become better educators, we develop, we stimulate our brains and our hearts to work towards growth.

By the way, when’s the next event?

I read somewhere that the future begins when you start thinking about it. What I mean is if you have a date next week and can’t shake it off as of today, you’re already living the date, even though it hasn’t happened yet. Makes sense to me.

Teachers do the same with their classes. Well, most teachers I know, at least. Some friends of mine plan their lessons one week before, others the day before and a few unplugged fellows check their lesson plan a bit before the actual lesson begins. The fact is they all live their lessons before they teach them, that is, they work with anticipation.

When we plan a lesson, we don’t just plan what will happen. Top priority is to anticipate what may or may not happen! What if you don’t have electricity and planned to have a video? What if students haven’t done the homework and your lesson depends on that? Or in a class of 10 students only 2 showed up and you had a debate in mind??? Yes, s*** happens, and we must be prepared! Not only for the wrong turns our class may take but also for the unpredictability of the human beings inhabiting our classrooms.

So, the question remains: “Can you predict the future?”

A well prepared teacher can ‘anticipate problems’, which is in a way, yes, predict the future. We have to have a Plan B and a Plan C. With some groups a Plan D is welcome too.

The first thing to say here is ‘don’t let students anticipate your lesson’. What’s the fun of watching a film if you already know everything you’re about to see? Then my reminder n.1 is this – surprise students. If you always begin by checking the homework, try a different route and tackle homework at random moments, bearing in mind you need a backbone for your lesson – otherwise it will look like patchwork and students will get lost.

Reminder n.2 is ‘think out of the box’. Do you really need that video? What can you do if you can’t have it? Will a story sub for that well? When you stop and think, you many times realize that you can do without a lot of material and there are alternative ideas to get to the same destination. The savvy teacher will always know two very different ways to teach the same topic.

Have you heard the saying “don’t count your chickens before they hatch”? This is reminder n.3. Never plan believing your students will learn after the first explanation. I’m sure it is possible, but what if…??? Have a second and a third way of explaining ready just in case and every time you explain, do it in a slightly different way. Use visuals, gestures, write on the board, point, mime, provide examples using students’ lives, likes and dislikes – they will certainly understand better if it involves them.

‘Always test-drive’ is reminder n.4. Check if the pieces of a game are all there, if instructions are understandable, if the video quality is good or if the CD player is working properly. Needless to say, you must listen to the pieces and do the exercises yourself, to know if our dear learners will be able to perform the task. What if they find it too difficult/easy? Better safe than sorry. Make notes of important information to be passed on to students. Can’t memorise? There’s nothing wrong with reading. Truth is, don’t leave it to chance, because a badly planned lesson may completely disorganize your teaching for the whole term.

A last reminder: learn a few jokes. When none of the above helps, a good laugh can work miracles.

Topics abound when it comes to the classroom. Some more famous (positively or negatively) than others, there is an interminable source of subjects to be dealt with, discussed, debated, digested or denied, dissected, detested or merely … got used to (no D-words that fit!).

Giving Instructions is arguably one of the top-ten topics.

I have never met a teacher who was instruction-perfect or error-free as far as instructions go. Learning to deliver instructions is a process, and as such needs practice and good coaching. I strongly defend peer-observation and peer-support, for teachers very often suffer from blurred vision or poor hearing when teaching, so we tend not to notice what goes wrong when we teach. We just know that ‘something’ went down the drain…The observer, however, calmly watches from the crow’s nest and is able to identify our ups and downs. Giving instructions is, more often than not, in the ‘downs’ list.

OK. We know bad instructions can spoil an activity entirely, can totally remove the enthusiasm of a game or can confuse learners to such an extent that the teacher himself ends up changing whatever it is he had planned in the first place to a whatchamacallit he cannot honestly define. Life in the classroom… As it turns out, this is not the worst part. Bad instructions can turn avid learners into lost students, and it may bring upon them a sensation of stagnation in the language learning process that is sticky and extremely difficult to remove. They often think they are the problem, since they do not manage to understand what it is that the teacher wants, causing the activity to fail and their sense of achievement reach profound depths. Sad, but it may happen.

A little less conversation, a little more action, please. What then can we actually do to make instructions more effective and a little more error-free? Simple ideas go below in the order they should happen:

• Attention first. Before starting your instructions grab everyone’s attention and make sure they are 100% focused on you;

• Deliver instructions a bit at a time. Do not throw a paragraph at students. Go sentence by sentence, step by step. If you can simplify your sentences to key words, do it.

• Pause. Pause to give learners time to let what it is you are saying sink in. They need time to process language;

• Give reasons. Say WHY you are proposing an activity and what the purpose is. You are going to practice the Present Simple for routines, or make sentences using a set of phrasal verbs. Students (people in general!) work better when they know why they are doing something. Learners are no different;

• Check. ALWAYS ask students if they understand, and do not be happy with a hasty yes. Probe them, asking them to explain the instructions to you, in their own words, or even in L1, depending on the level. It won’t hurt, you’ll make time and everyone will know what they have to do;

• Model. After explaining and checking, demonstrate with one student, or better still, ask two (if this is the case) students to demonstrate what they have to do to the whole class. This will bring out questions and doubts and make the activity happen more smoothly;

• Monitor. You simply cannot have a marguerita while your students are at work. This is the time to observe, correct on the spot, collect data for further exercises or very importantly, for future praise;

• Stick to your time limit. If you told students they would have 10 minutes to finish the activity, finish at ten minutes, even if some of them are still doing it. This will prepare learners for testing situations with a time limit or better, real life situations, when you do not have all the time in the world to “Find someone who”.

• Give feedback. This is usually better when given to the whole class to avoid embarrassment if correction is needed and also to foster group work if the result was very good. Praise is very positive here, and you may tell your group how well they worked together, helping each other complete a task, or how natural they sounded when making their sentences;

• Collect feedback. Ask students if they enjoyed the activity (so you can repeat it in the future), or if they would change something in it. Or would rather never have it again. A small tip may be the secret you had been looking for to make an activity work or to make a group work;

• Trigger their sense of achievement. Show students for how long they have talked, or how many sentences they were able to produce. Show them they can use this and that item of vocabulary perfectly and this is progress. Ask them what they learnt with the activity and what difference it has made in their learning.

What I wrote above is sheer common sense. It is the result of experience and priceless sharing with my colleagues and students. If you cannot remember it all, here is a three-word summary: keep it simple.

As I said before, good instructions come with practice, patience and perseverance. What works for one group may be a disaster in another, and there are no tried and tested methods. Fine tuning is required at all times, many times. However, every time it works, the reward is a bright smile on everyone’s faces – it worked!

Nowadays, I often get the sensation I am out of synchrony with the human race. This happens when I witness disrespect, bad manners and impoliteness. To my utter disbelief, the protagonists of such sad episodes are children, in at least 8 out of 10 cases. What is happening with our kids?

Having been a teacher for quite a stretch of time, it is impossible not to compare them with children say, 10 or 15 years ago. Back then the little ones were more manageable and sweet, they showed more respect towards their parents, the elderly and to us, teachers! What I see now is – to put it mildly – a total lack of limits and the absolute ignorance of the word ‘NO’. I am not saying 100% of kids are unruly and disrespectful. On the contrary, I know a bunch of adorable kids who are just kids, testing their limits and probing away just to see how far you will let them go. But I am starting to believe they are in extinction… Nevertheless, there are now various explanations as to why kids misbehave or don’t fit. ADD, hyperactivity, Dyslexia, challenging behaviour, you name it, but I honestly don’t accept bad behaviour or disrespect in my class.

Well, what to do then with the holy classroom environment and how to deal with students’ shenanigans? You have a syllabus to cover, after all, and class time is finite. Almost everyone has a golden rule, a behaviour model, a set of rules or the key to solving the indiscipline riddle. I don’t. Throughout the years, I have many times deposited all my efforts into rules and regulations, to no avail. I tell you: what works for me is good old authority, common sense and a generous dollop of humour in the classroom.
Paul Seligson, the famous EFL author and lecturer often says: “Enjoy your classes – if you don’t, who will?” I firmly believe what he said, and work really hard to turn the classroom into a friendly no-war zone. So, what you will read below is my personal experience in ‘ruling the unruly’ and trying to estabilish an atmosphere of cooperation and respect.

1 – ESTABILISH RULES – do not impose them on students, but work them out with them. Rules are good and necessary, they organize chaos and institute fairness to everyone. You can have rules for whatever you need, from deadlines to compositions to organization of material in class. However, you have to stick to them once you decide to use them, don’t forget.

2 – PUT YOUR CARDS ON THE TABLE – always, but always tell students the purpose of what they’re doing. If you play a game and don’t say why they’ll think you’re just killing time and probably won’t get that involved in the activity. On the other hand, if they know the reason why they’re carrying out an activity chances are they’ll put their heart into it and the results will surely be better.

3 – SHOW INTEREST IN STUDENTS – ask genuine questions about their lives, their family, and try to discover something that really makes their heart tick, such as football for boys or fashion for girls. Then, try and make a casual comment about that in order to show students you care about their interests. This simple attitude will bring them closer to you as would happen with friends in ‘real life’. And as your friends, their attitude is likely to improve as well, since they’ll want to please you ‘as a friend.’

4 – HUMOUR IS WELCOME – crack an innocent joke here and there, mildly pull students’ legs, tell a funny anecdote about yourself. Don’t be afraid to sound ridiculous, just be originally ridiculous. This will (surprisingly) earn you respect, and learners will feel at ease to share their own stories with you as well, thus creating an atmosphere of trust. Humour can also be used to tell students off and to set homework without arising many complaints, believe me!

5 – GIVE STUDENTS A BREAK – find out what kind of activities they like and whenever possible, squeeze one into your planning and tell them you’re doing this because they’ve been nice guys. Since there’s no free lunch, you can and should turn this ‘break’ into an activity to their own advantage, and giving your students a song, for example, you could be recycling a certain set of phrasal verbs or prepositions. Why not?

6 – CELEBRATE VICTORIES – all the time. Praise students a lot, exaggerate even, make them feel special. Toast to the use of a difficult word in a sentence, high-five a student who makes an effort to use recently learnt vocab, even if he does not succeed at first. He will eventually and will do it because he knows you’ll notice that and praise him. I have had 15-minute parties where we celebrated marks, words learnt or the successful end of a project. Celebrating creates bonds and again you’ll bring students closer. Even the more difficult ones can be conquered with a special treat.

7 – SAY NO – yes, I mean it. Say NO when you feel appropriate and say it with conviction as long as you’re right and playing according to the class’s rules. Students will understand and will learn their limits.

8 – BE THE BOSS – not tyrannic, but firm. Not moralist, but fair. Not domineering, but the boss nevertheless. Students need to know who’s in charge, and it has to be you, the teacher.

I guess 8 is a good number, and it’s also my favourite, so I’d better stop. If you cannot or do not want to try it all, pick one and give it a go. Experiment. Find your way, because each class has its own chemistry and activities and routines work differently from class to class. Above all, remember discipline is key to a learner’s success, and it is the role of the teacher to estabilish it and maintain it in the classroom.

Have more suggestions or any stories to tell? Share them here! I’m always ready to learn.🙂

I live on the mountains. Being a Cultura Inglesa branch manager, I sometimes have to go down to Rio de Janeiro for meetings, and they usually start at 9 AM. This means I have to drive down to sea level very early in the morning, and it’s a pleasure. The amazing view I had this Tuesday was of a typical Autumn day, with patches of bluish sky showing timidly here and there among wisps of clouds thin as cotton candy. The tops of the mountains along the road were still lazily asleep, with thick blankets of cloud wrapped around them. An occasional shower woke up the flowers and blurred my perfect vision of the city of Rio, seen from up above. This is what was on my mind when I went down, but different thoughts occupied my brain twelve hours later, on my way back home.

Acknowledgement. Praise. Reward.

These words punctuated the meeting in various moments. In fact, my day kind of started with them, when one of my fellow managers unexpectedly paid me a generous compliment on my writing, which she said she’d come to enjoy after reading my blog. I was flattered, but most of all I was touched. And I enjoyed it. And I smiled to myself, rejoicing in her words, thinking “well, so it’s worth it after all – someone likes my writing. Hooray!” Then the meeting went on, and the words above kept popping up at various moments, diverse situations. Again. And again. And once more.

On the drive home, while my eyes concentrated on the road, my brains revisited moments of my day and my teacher psyche drifted to the classroom plus its universe of students, still with the words acknowledgement, praise, reward ringing in my ears. (…) More often than not a teacher comes to me saying “her students can’t see their progress no matter how much STT they have”. (…) After a few more bends, I make the connection and decide to write a post.

Acknowledgement. Praise. Reward.

This is the missing link in this case. Students can see how much work they do in class, they know how many words they’ve learnt, but they absolutely can’t acknowledge how much progress they’ve made since they started studying, or from one class to the next. They miss it because no one points it out to them! That’s where the teacher MUST step in, clearly showing students they CAN use what they’ve learnt in real life situations, in short, they can produce. If the teacher manages to make students ‘see’ how far they’ve gone, the learner will take stock of his status in learning the language and will probably feel more confident, thus encouraging himself to produce more.

A few ways to do that:

– If a student uses a word he’s recently learnt in a spontaneous sentence, acknowledge that. Not with a nod, or a smile, but make it big, praise him and say how smart he is, to use a recently learnt word in a perfect sentence! Use impact words, like ‘Bravo!’ or ‘Great!’;

– After a speaking activity, signal to the group how much they’ve talked (this can be measured in minutes or length of sentences, for example) and compare their production now to what it was last week. Show them their progress;

– Teach students simple everyday sentences (build a sentence bank) they can use whenever they need during the class, such as ‘Can you lend me a pencil’, ‘May I drink some water’ or ‘Do I have to copy that?’ Then, praise students EVERY TIME they use the sentences, for they will be communicating and using what they’ve learnt;

– Why not develop a rewards system, where students would get one point, or star, or anything that suits you and them every time they made good and real use of the language? At the end of the month you could count the points and have the big class champion and give him a reward, like a new pencil or pen. The secret here is never forget to reward every student, for they may not be ‘the big class champion’, but they also made an effort to try and get there. I bet next month they’ll try even harder.

Ok. Students it is. How about your teachers? A very significant portion of the secret of a good language learner comes from the teacher. Teachers inspire, and in order to do that, teachers must have high self-esteem and self-confidence. Knowing that, teacher trainers and/or managers have to do their share. Teachers have to acknowledge, praise and reward, but they also deserve it and enjoy it, like any human being. (Like I enjoyed my co-worker’s sincere words this morning.) So, read these simple ways to boost your teachers’ confidence:

– If a teacher has developed an activity that worked well, ask him to demonstrate to his colleagues in a meeting or share it in a poster in the Teachers’ Room, saying how much you appreciate his work;
– Try and identify the stronger qualities of teachers, and organize a workshop where 2 or 3 of them give the others ‘hints’ on how to do improve their performance on that specific quality;

– Celebrate victories – small and big – with simple gestures such as a thank-you/congratulations note left on the teacher’s desk or with a cake to share the success with the whole staff;

– Praise your teachers in public, and criticize in private, if it’s really necessary.

Small actions have big consequences. Happier teachers have shiny eyes and we all know that a sparkle in the eye is what makes the world go round. Let’s make the difference for our teachers and students with a little acknowledgement, praise and reward. They deserve it, we deserve it too.

A big thanks to Aline, who inspired me to write this post with her kind words this morning.

I’ve just taken part in a fast-moving, thought-provoking Twitter chat about Dogme. Wow! My head is spinning and I have to let it out.

I was very curious about Dogme, and it all seemed a bit of a gray area to me, but it’s dawned on me now I’ve been doing bits of it all my teaching life! I don’t mean teaching Dogme-oriented, but I’ve had “Dogme moments”, as was said in the chat, all the time. And to be honest, they were ALWAYS the highlights of the lesson.

I may not agree with the whole Dogme phylosophy, or ideas, but I must acknowledge it has its merits, especially when it comes to involving students and making them more responsible for their learning. Fact is, when you want to learn something, the actual learning happens in a stronger and more meaningful way. It empowers students. And this may be the secret for better learning. And better teaching!

However, I don’t believe everyone is a natural-born Dogme teacher. You need a certain degree of ‘malice’ in the trade to be able to identify and later capitalize on opportunities that appear during a lesson. This comes with time, dedication and involvement with the profession. I don’t mean novice teachers are at a disadvantage, for we all know lots of experienced teachers are extremely resistant to change and in many cases need more training than freshly graduated teachers.

All in all, I’ve made friends with Dogme now, and plan to get to know it better. Read a lot, chat more, listen, observe, listen, discuss, listen, exchange ideas, listen… Can’t promise to be 100% in favour of it, but won’t want to decapitate it either. Just let’s see what it has to offer to make learning better, more effective and enjoyable.

For those who still don’t know much about it – like myself -, I suggest reading the following:

http://www.thornburyscott.com/tu/portal.htm – the ‘father’ of Dogme







You’ll have more than enough to have your own opinion after that. Personally speaking, this chat today really got me thinking about our priorities. Should we teach grammar? Vocabulary? What should we teach, and how? The first conclusion I have is that teaching ought to be more student-centred, and the question then is ‘how to do it?’. Food for thought. It depends on a handful of variables, and that’s not up to me now. Too early to express a strong opinion.

To finish off, still fully inspired, I found the quotations below about teaching and teachers, which are, in my opinion, very much in keeping with the Dogme discussion. My favourite is this:

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ~William Arthur Ward


Quotes for Teachers – These quotes were written for and about teachers and education.

“Good teaching is one-fourth preparation and three-fourths theater. ” ~Gail Godwin

“If you would thoroughly know anything, teach it to others. ” ~Tryon Edwards

“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.” ~Horace Mann

“Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of man….” ~Horace Mann

“A master can tell you what he expects of you. A teacher, though, awakens your own expectations.” ~Patricia Neal

“A teacher is one who makes himself progressively unnecessary.” ~Thomas Carruthers

“I cannot teach anybody anything, I can only make them think. ~Socrates

“The art of teaching is the art of assisting discovery.” ~Mark Van Doren

“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it. ” ~Samuel Johnson

“The only person who is educated is the one who has learned how to learn and change.” ~Carl Rogers

source: http://712educators.about.com/od/teacherresources/a/teachingquotes.htm


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