After all, if you don't respect the teacher — why should they?
Governor Cuomo has made it clear: He doesn't respect teachers or public education.
He claims the dividers are Republicans who don't respect teachers, their profession or their «right to free association.»
Not exact matches
Even well -
respected teachers like Oswald Chambers lead me to expect something I don't believe God delivers in this life.
I'm
not a Muslim but in my 17 years of work as an English
teacher in Afghanistan, Iran, Saudi Arabia and Lebanon, I was well - treated and
respected.
Teachers have a primary duty to serve their pupils and
not to gratify themselves, whether by a sense of power over the lives of others, by the enjoyment of their students» affection and
respect, or by the intrinsic stimulus of interesting studies.
They can
not respect parents and
teachers who either exercise arbitrary power over them or are guided primarily by their wants and wishes.
One of the things I have
respected most in Aida Rosa, principal of the elementary school P.S. 30, and the
teachers that I talk with on her staff is that they look at children here as children,
not as «distorted children,»
not as «morally disabled children,»
not as «quasi-children» who require a peculiar arsenal of reconstructive strategies and stick - and - carrot ideologies that wouldn't be accepted for one hour by the parents or the
teachers of the upper middle class.
I can't speak for other Christians, but I know that I have learned a valuable lesson about just repeating things you hear — even from
respected preachers and
teachers.
The
teacher's approach to such problems might start from three assumptions: (a) the
teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated,
not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible,
respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed
not to exist.
Thus a
teacher is
not and never can be a civil servant... Whatever authority he may possess to teach and control children, and to claim their
respect and obedience, comes to him from God, through the parents and
not through the State, except in so far as the State is acting on behalf of the parents.
But they have
not done well among those who are
respected as thinkers and
teachers of the Church.
John Jay and Alexander Hamilton were Christians, Thomas Paine and James Madison were Deists (believed in a God, but
not the divinity of Christ who was a
respected teacher of morality).
In this manner the
Teacher thrusts the learner away from him, precisely by serving as a reminder; only that the learner, in thus being thrust back upon himself, does
not discover that he knew the Truth already, but discovers his Error; with
respect to which act of consciousness the Socratic principle holds, that the
Teacher is merely an occasion whoever he may be, even if he is a God.
And the problem can get particularly acute when it comes to a
teacher's criticism of a student's work — an indispensable part of good teaching, but an experience that for many disadvantaged students is weighed down by questions of trust: Is my
teacher criticizing my work because he's trying to help me improve or because he doesn't
respect me?
I want the
teacher to
respect me as a reasonable, intelligent person;
not one of «those» parents who wants to shield her kids from failure, or who thinks they're exempt from the rules because of their extreme specialness.
Tough suggests
teachers assign tasks that are challenging, but
not too challenging; minimize coercion and control; and show warmth and
respect for students, so they feel part of the learning community.
Maintain
Respect Think back to when you were in school — it's likely you had some
teachers you absolutely loved and some you weren't too fond of.
Are the
teachers and program administrators
not respecting how a child meets milestones of development, or are parents
not giving children the benefit of high expectations they deserve?
Thirdly, it is surely also important whether or
not faith schools believe that they «have an unfettered discretion in terms of being able to give unrestricted preference in
respect of any
teacher».
The student agreed
not to carry the colours, saying that her decision was
not motivated by fear but by
respect for the flag, the school principle and the
teachers.
A real - time electronic poll of members attending the Conference found that: 55 % said that national standards for supply agencies would most help to secure better employment conditions for supply
teachers; 83 % said supply agencies do
not fully disclose all fees and charges they make for their services; 61 % said supply agencies do
not act to ensure their safety, health and wellbeing at work; Nearly a quarter (24 %) said their supply agency does
not make them fully aware of how much they will be paid for each assignment and the same number said they were
not paid promptly and accurately by their agency; A third said their agency did
not make them fully aware of the type of work they were expected to undertake; 15 % said that their supply agency prevents them from seeking work from other sources; 65 % said supply agencies do
not respect and develop their professional skills; Nearly a third (32 %) said they would
not recommend their main supply agency to other
teachers.
Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME
teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME
teachers felt their school or college was
not seriously committed to addressing their professional development needs and aspirations; 63 % of BME
teachers said their employers were
not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME
teachers felt the Government does
not respect and value
teachers and does
not understand the day to day realities of teaching (99 %); three quarters of BME
teachers said they were
not confident that their headteacher will make professional and fair decisions regarding their future pay.
Malloy's first term did
not «value and
respect» public education and its
teachers.
And in the «bad» schools many students do
not want to learn and have very little
respect to a
teacher.
That would please
teachers like Hickey, who can get frustrated when people don't give pre-k the
respect they say it deserves.
I don't want to be misunderstood: I have the utmost
respect for yoga
teachers.
I wonder if practicing «at my level of comfort» may
not be an ideal phrasing... Perhaps «I understand that I have the right to listen to my body and practice in accordance with my body's needs in order to remain safe» or something like that may be less limiting (no growth in the comfort zone)... also... I agree with everything relating to the student
teacher relationship but I think it could be stated more succintly — my body and mind are my own and I can expect to be treated with
respect and grace physically, mentally, spiritually at all times.
Her
teacher not only gave her lessons, but embraced her talent and provided warmth, kindness and
respect.
Although we were
not able to look at the ways in which all of these factors affect
teachers» decisions with
respect to their employment situation, we were able to examine directly the impact of salary and certain working conditions.
I find that students feel safe in and
respect an environment that seems to be responsive to them and
not simply a reflection of a
teacher's preferences.
Not interrupting, respecting your peers (even if you disagree), and «knowing that the goal is to ask questions, not to develop answers» are some of those guidelines, says Geron Spray, an English and world history teach
Not interrupting,
respecting your peers (even if you disagree), and «knowing that the goal is to ask questions,
not to develop answers» are some of those guidelines, says Geron Spray, an English and world history teach
not to develop answers» are some of those guidelines, says Geron Spray, an English and world history
teacher.
But I think
teachers and parents know that to treat others with
respect is
not an inborn trait.
But, my
respect for what it takes and my recognition of the persistence required to stay the course, at a time with
teacher job satisfaction is at a 20 year low, hasn't diminished.
When I asked my children and other students their thoughts, none of them objected to the idea of their work being published — but said that if after a student was given the details, they still wanted to opt - out, they hoped, and felt a
teacher should,
respect their wishes and
not publish the work.
Regarding the former kind of issue (evolution and global warming are offered as examples), the authors argue that
teachers should
not remain neutral but rather teach specific
respect for expert judgments and general
respect for the expert «epistemologies» that support those judgments:
I suspect that a parent's mind would
not be as closed as Mr. Willingham's as he senses his child's newfound joy in learning because he is
respected for his unique intellectual gifts and
not «left behind» like he was by all the other
teachers whose primary focus was the test scores and
not the child.
But the bias in classroom observation is
not a serious problem with
respect to
teacher dismissal.
«The reason the teaching profession is regarded with a lot of
respect in Shanghai is
not just because
teachers earn reasonable, stable salaries — it is also because of how well they teach.
It's significant and
not commented upon further than mentioning it, that Shanghai
teachers spend 4 % less of their class teaching time maintaining order - we in many Australian schools experience poor student
respect for authority and a poor
respect for education itself.
Most
teachers cover three crucial areas: the right to feel safe,
not just physically but psychologically safe, and what that means; the right to fundamental
respect and fair treatment of one another; and obviously the right to learn without undue and unreasonable distraction from other students, so what a learning community ought to feel like.
Teachers need to encourage all students to work at maximum potential, to behave in a manner that does
not detract from their work or the work of others, and to treat everyone with kindness and
respect, Greene added.
I am also more aware than ever that
teachers are often
not respected as leaders or professionals, and that can be a major stumbling block.»
We have very little evidence about whether
teachers are aligning their instruction to the Common Core standards (what we know isn't very promising, especially with
respect to reading), or whether it's working, or whether students are learning more as a result.
Across all subject domains, 7.4 per cent of Australian
teachers report feeling «
not at all prepared» or «somewhat prepared» with
respect to subject content, and 9.4 per cent report feeling «underprepared».
Bousted argued: «There are some outstanding PSHE
teachers and schools taking an inspiring approach, but why does the government
not afford teaching PSHE the
respect and resources it so clearly needs?
Daniel Martin, the PE
teacher at SFX Catholic College said: «Taekwon - Do offers a new and exciting opportunity for our pupils, that
not only encourages participation in sporting activity but also helps instil
respect, honesty and determination.»
After all, if the students don't have a sense of who you are as a human, they will inevitably lose
respect for you as a
teacher.
Chelsea Dale is the founder and president of On Giants» Shoulders, a
not - for - profit organization which advocates a strategy for repetitively motivating under - performing elementary and middle school students to
respect their
teachers, peers, schools, and the learning process using 15 - minute, once - per - week online chats with academically accomplished high school students who appreciate the value of education.
StarrPoint: Peer grading does
not teach students how to assist and
respect one another; students treat one another with
respect because their parents and
teachers insist that they do.