Teacher As Facilitator Quotes

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True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.
Nikos Kazantzakis
You know that I don't believe that anyone has ever taught anything to anyone. I question that efficacy of teaching. The only thing that I know is that anyone who wants to learn will learn. And maybe a teacher is a facilitator, a person who puts things down and shows people how exciting and wonderful it is and asks them to eat.
Carl R. Rogers
The teacher must adopt the role of facilitator not content provider.
Lev Semyonovich Vygotsky
Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.
Nikos Kazantzakis
I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.
Hendrith Vanlon Smith Jr. (Principles of a Poinciana School)
When students are inspired, they’ll do anything to gain new knowledge and understanding. They will seek to learn even more than the teacher seeks to facilitate learning.
Hendrith Vanlon Smith Jr.
The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.
Dylan Wiliam (Embedded Formative Assessment)
According to Q-Jo, the whole tarot deck, or at least the twenty-two trump cards of the Major Arcana, may be read as the Fool's journey. "On one important level," she explained, "the major cards are chapters in the story of a quest. I'm talking the universal human quest for understanding and divine reunion. And it doesn't matter whether the quest starts with the Fool or ends with him, because it's a loop anyhow, a cycle endlessly repeated. When the naive young Fool finally tumbles over the precipice, he falls into the world of experience. Now his journey has really begun. Along the way, he'll meet all the teachers and tempters - the tempters are teachers, too - and challenging situations that a person is likely to meet in the task of his or her growing. The Fool is potentially everybody, but not everybody has the wisdom or the guts to play the fool. A lot of folks don't know what's in that bag they're carrying. And they're all too willing to trade it for cash. Inside the bag, the have every tool they need to facilitate their life's journey, but they won't even open it up and glance inside. Subconsciously, the goal of all of us out-of-control primates is essentially the same, but let me assure you of this: the only ones who'll ever reach that goal are the ones who have the courage to make fools of themselves along the way.
Tom Robbins (Half Asleep in Frog Pajamas)
teachers are not tellers of information who "give it" to students but are coaches and facilitators who arrange conditions (personal, social, and cognitive) so that students can "get it" for themselves.
Ruth Schoenback
Dad once noted (somewhat morbidly, I thought at the time) that American institutions would be infinitely more successful in facilitating the pursuit of knowledge if they held classes at night, rather than in the daytime, from 8:00 PM to 4:00 or 5:00 in the morning. As I ran through the darkness, I understood what he meant. Frank red brick, sunny classrooms, symmetrical quads and courts--it was a setting that mislead kids to believe that Knowledge, that Life itself, was bright, clear, and freshly mowed. Dad said a student would be infinitely better off going out into the world if he/she studied the periodic table of elements, Madame Bovary (Flaubert, 1857), the sexual reproduction of a sunflower for example, with deformed shadows congregating on the classroom walls, the silhouettes of fingers and pencils leaking onto the floor, gastric howls from unseen radiators, and a teacher's face not flat and faded, not delicately pasteled by a golden late afternoon, but serpentine, gargoyled, Cyclopsed by the inky dark and feeble light from a candle. He/she would understand "everything and nothing," Dad said, if there was nothing discernible in the windows but a lamppost mobbed by blaze-crazy moths and darkness, reticent and nonchalant, as darkness always was.
Marisha Pessl (Special Topics in Calamity Physics)
The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
Every person you meet has been assigned to play a role in your story as you are assigned to play one in someone else’s. I often say that the people we come across can be one of the four kinds. They can be like pebbles, fountains, quagmire or bridges. Pebbles are those who you meet commonly and in abundance. They do not facilitate anything great but they help you continue walking on this journey of life. Everyone you cross in life without really connecting with them are pebbles. Then there are fountains – who spring water of happiness on you. They bring positivity and joy; they nourish your soul and irrigate the seeds of good thoughts. Your friends, well-wishers are all fountains. Then, on the other end of the spectrum, you have quagmires. These are the people who cause you pain. Now, even some pebbles may have caused you pain as it happens if you tread on a barbed pebble but the difference is that quagmires do that on purpose. They pull you down, induce fear and negativity by discouraging you and worrying you. They will not let you move on – that’s why they keep you bogged down in your failures. Finally, the rarest ones are the bridges – they connect you to unchartered ground that you wouldn’t have reached on your own. They unite you to your destiny. With them, your plane of consciousness expands, you see things you have not seen before; your life becomes more aware, more enlightened. Your parents, your teachers and anyone who touches your life and transcends it into something more beautiful – they are all bridges.
Nistha Tripathi (Seven Conversations)
It’s not easy to feel good about yourself when you are constantly being told you’re rubbish and/or part of the problem. That’s often the situation for people working in the public sector, whether these be nurses, civil servants or teachers. The static metrics used to measure the contribution of the public sector, and the influence of Public Choice theory on making governments more ‘efficient’, has convinced many civil-sector workers they are second-best. It’s enough to depress any bureaucrat and induce him or her to get up, leave and join the private sector, where there is often more money to be made. So public actors are forced to emulate private ones, with their almost exclusive interest in projects with fast paybacks. After all, price determines value. You, the civil servant, won’t dare to propose that your agency could take charge, bring a helpful long-term perspective to a problem, consider all sides of an issue (not just profitability), spend the necessary funds (borrow if required) and – whisper it softly – add public value. You leave the big ideas to the private sector which you are told to simply ‘facilitate’ and enable. And when Apple or whichever private company makes billions of dollars for shareholders and many millions for top executives, you probably won’t think that these gains actually come largely from leveraging the work done by others – whether these be government agencies, not-for-profit institutions, or achievements fought for by civil society organizations including trade unions that have been critical for fighting for workers’ training programmes.
Mariana Mazzucato (The Value of Everything: Making and Taking in the Global Economy)
Abandonment actually is quite facilitative at this stage. When Wanderers do not let another in, whether it is parent, lover, therapist, analyst, or teacher, it is important for that helper to pull away so that Wanderers can experience fully the aloneness they have created for their own growth. Otherwise, they will be diverted from recognizing their loneliness by fighting off the assaults of others against their walls.
Carol S. Pearson (Hero Within - Rev. & Expanded Ed.: Six Archetypes We Live By)
The program, piloted last year in Boston and Washington, D.C., pairs teachers with mentors who are still in the classroom. Before being selected, mentor teachers are interviewed, asked to share a strong Common Core lesson plan, and must prove that they’re effective in the classroom. Once the mentors are chosen, they are trained in facilitation and how to teach adults.
Anonymous
As a career college teacher, I want our coddling, authoritarian universities to end all involvement with or surveillance of students’ social lives and personal interactions, verbal or otherwise. If a real crime is committed, it should be reported to the police. Otherwise, college administrations should mind their own business and focus on facilitating and funding education in the classroom.
Camille Paglia (Free Women, Free Men: Sex, Gender, Feminism)
a time when students would benefit developmentally from close relationships with teachers, the size and structure of middle schools often does not facilitate a sense of connectedness and may instead lead to greater feelings of alienation. In middle schools, students have multiple teachers and spend limited time each day with any one teacher. Furthermore, the emphasis in many middle schools is on management and control rather than on supporting students’ social and emotional needs. This can make it even more difficult for teachers and students to develop these connections.
Jennifer A. Fredricks (Eight Myths of Student Disengagement: Creating Classrooms of Deep Learning (Classroom Insights from Educational Psychology))
The teachers are not supposed to be the source of knowledge but rather facilitators of the learning process. That means they are there to guide the process and instruct slightly, to let the students come up with their own conclusions; to let them fail and not correct them too early. The teachers should ask many questions, but provide few answers. Answers should come from the students.
Jason Gewirtz (Israel's Edge: The Story of The IDF's Most Elite Unit - Talpiot)
The mountain climber takes pride in planting his flag at the top because it took a lot to get there. If he took a helicopter it wouldn’t feel the same. In facilitating success parents are paradoxically guaranteeing that a kid can’t achieve it on his own.1 —David McCullough Jr., teacher, Wellesley High School, author of You Are Not Special: and Other Encouragements Compared
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
School administrators facilitate staff professional development opportunities, emphasizing the importance of ongoing growth and learning within the school community.
Asuni LadyZeal
Giving up control like this is not something you should do every time and requires self-confidence. Many teachers are afraid of losing authority by letting on that they are not the biggest experts in the room. We have found that in situations where it is obvious that you are not the sole source of knowledge (or even the most important one), you maintain your authority better if you don’t try to hide that fact and instead facilitate knowledge exchange.
Espen Anderson (Teaching with Cases: A Practical Guide)
An effective technology advocate is someone who possesses strong communication skills and who has the respect of his or her colleagues.  The technology advocate needs to be able to communicate with both the Office of Technology & Information Systems and their colleagues about various technology projects and plans. The building technology advocate will facilitate communication between your department and the staff at his or her building.  A technology advocate does not need to be the most tech-savvy person in the building, but a good understanding of technology is vital for success in the position.
Mike Daugherty (Modern EdTech Leadership: A practical guide to designing your team, serving your teachers, and adjusting your strategy for the 21st century.)
McCormick and Donato identified six functions of scaffolding (for example, drawing the novice’s attention to the task, and simplifying or limiting the task demands). The researchers examined another function—the teacher’s use of questions during scaffolded interactions—and how it contributed to class participation and learner comprehension. In the example below, they argue that the teacher’s use of the display question ‘Who usually lives in palaces?’ serves an important pedagogic function because it draws the learners’ attention to the word ‘palace’ through the display question and facilitates the learners’ comprehension of the word.   T Palace?   S1 Like castle?   S2 Special place, very good.   S3 Very nice.   T Castle, special place, very nice. Who usually lives in palaces?   SS Kings.   T Kings, and queens, princes and princesses.   SS Yeah   S4 Maybe beautiful house?   T Big, beautiful house, yeah, really big. McCormick and Donato suggest that questions should be examined within the framework of scaffolded interaction and with reference to the teacher’s goals in a particular lesson or interaction.
Patsy M. Lightbown (How Languages are Learned)
Teachers’ role as facilitators and mediators is like scaffolding for a new building. It is a process of creating minds through providing new tools based on multidisciplinary learning research, and continuous dialogue about new artifacts, human beings and environments. It is empowering people through learning.
Lauri Järvilehto (Learning As Fun)
Becoming culturally competent in facilitating difficult dialogues on race presupposes that parents and teachers must first do the necessary work of confronting their own biases, prejudices, and assumptions about human behavior. Self-healing must come before other healing.
Derald Wing Sue (Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race)
Francine’s face. “We don’t really use the word ‘teaching’,” she said, using her fingers to form quotation marks. “We train NGO leaders to better manage their organizations.” “Right,” I said, although still not certain how “teaching” was different from “training”. Maybe I wasn’t so smart, after all. “We facilitate staff to be better project managers, financial managers, better people managers.” Francine leaned into the desk to emphasize the word “facilitate”. “And we facilitate organizations to develop long-term strategies, to create sound work plans, and to evaluate their programs. Among other things, of course. So our role is that of a facilitator, not a teacher, as such.” I’d never heard the word “facilitate” used so many times in the same breath. Back then, I had no idea how many times I, myself, would breathlessly use that word during my work in Africa.
Jillian Reilly (Shame - Confessions of an Aid Worker in Africa)
support – a coach helps individual coachees, or clients, through certain processes, decisions or problems goals – the aims or goals of the coachee are clearly defined near the start of the coach-coachee relationship. A path to that goal is mapped out and followed. facilitation – coaching uses many different techniques but they are predominantly facilitating in style. A coach is someone whose job is to help people learn rather than to teach them. questions – One way that coaches help rather than teach is by asking questions. This way, coachees articulate for themselves what they want and how to get there and, in so doing, show that the answers lie in the coachee, not the coach. listening – Coaches are genuinely interested. Their curiosity leads them to a better understanding of their coachees’ hopes and goals, as well as their worries and doubts. optimism – Coaches help their coachees to realise their possibilities, to realise that yes, they can achieve their goals.
Daniel Barber (From English Teacher to Learner Coach)
The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.
Scott Thornbury (Big Questions in ELT)
Army after action review process. Also, due to the Army’s adherence to a “zero-defects” mentality, students will often use caution when admitting to their mistakes or allowing others to criticize them. The AAR can turn into a session of “who shot who” if not properly facilitated by the teacher.
Don Vandergriff (Raising the Bar)
Being a baseball coach or a piano teacher insinuates that baseballs and pianos need to be taught. We are coaches who facilitate people on how to play baseball. Just as you coach, or facilitate, people on how to play the piano. It’s the person who is important, not the activity.
Nick Ambrosino (Coffee With Ray)
Another program that evolved from the Cultivating Emotional Balance project is Stress Management and Relaxation Techniques (SMART) in Education, an eight-week, 11-session program that involves after-school or evening sessions for a total of 36 contact hours. With the support of the Impact Foundation, this program was developed by Margaret Cullen, a licensed therapist, MBSR instructor, one of the developers of CEB, and a primary facilitator for CEB research.
Patricia A. Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
Teaching, in its noblest expression, transcends the mere transmission of knowledge. It is an act of selfless love, where the master, far from seeking to impose their greatness, becomes the bridge facilitating the student's growth. The teacher helps the student explore and realize their abilities, guiding and supporting their journey toward profound development.
Marie Chieze (Words of the Shaman: 50 Quotes from Paching Hoé Lambaiho)
Teaching music to beginners is a rewarding journey that requires patience, creativity, and effective instructional strategies. Whether you're introducing young children to their first instrument or guiding adult learners through the basics of music theory, creating engaging lessons is essential for fostering a love for music and promoting skill development. In this blog, we'll explore practical strategies and techniques for teaching music to novices, focusing on methods that inspire enthusiasm, facilitate learning, and cultivate musical growth. Before diving into the lesson material, it's essential to establish clear learning objectives that outline what students will be able to accomplish by the end of each session. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART), providing students with a clear roadmap for their musical journey. By clearly defining learning goals as emphasized by music teachers like Charles Barnett, students can understand what is expected of them and track their progress over time, enhancing motivation and accountability. Moreover, aligning learning objectives with students' interests, abilities, and developmental stages can help tailor the lesson content to their individual needs and preferences. Whether the goal is to master basic instrumental techniques, understand musical notation, or develop ear training skills, ensuring alignment between objectives and student expectations is crucial for creating engaging and effective music lessons.
Charles Barnett Wade Hampton
Knowing which teachers’ practice is typically strong or less strong in relation to specific pedagogy is important if school leaders are to be able to target professional learning, guide and facilitate teachers to learn from each other, and support teachers to develop and improve their practice. Without this knowledge, schools will fail to achieve consistent, high-quality teaching and learning across the school. Teaching
Bruce Robertson (The Teaching Delusion: Why teaching in our schools isn't good enough (and how we can make it better))
Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.
AWS Kochi
By refusing to respect you and your needs, the other is bringing about a certain set of natural consequences, which themselves can become the other’s teacher. Your job is to simply facilitate the learning process, beginning by asking reality-testing questions, and proceeding to warnings.
William Ury (The Power of a Positive No: How to Say No and Still Get to Yes)
The delivery of the curriculum brings lessons to life in the classroom, with teachers serving as facilitators who adapt their methods to meet the needs and abilities of each student.
Asuni LadyZeal
There has been no greater tool to facilitate this weakening of the parent’s authority than the school system. This has gotten so sinister that advocates of the education system have been pushing for children to attend school from younger ages. This is presented as a benefit to the parents as they can now have time to work, and the child is learning from a young age.
Salatiso Lonwabo Mdeni (The Homeschooling Father, How and Why I got started.: Traditional Schooling to Online Learning until Homeschooling)
Teacher Self-Assessment: A Mechanism for Facilitating Professional Growth.
Robert J. Marzano (Effective Supervision: Supporting the Art and Science of Teaching)
The teacher is not simply an intermediary who gives out parcels of information, but is there to facilitate and confirm true understanding, to provide conditions where education can take place.
Stephen Hirtenstein (The Unlimited Mercifier: The Spiritual Life and Thoughts of Ibn 'Arabi: The Spiritual Life and Thought of Ibn 'Arabi)
10 minutes, dozens of “doses” of therapeutic repetition are possible. This reality suggests that progress will be quicker if parents, teachers, and therapists all work together to form a consistent therapeutic web supporting positive change.
Cathy A. Malchiodi (What to Do When Children Clam Up in Psychotherapy: Interventions to Facilitate Communication (Creative Arts and Play Therapy))
HELPING KIDS MANAGE EMOTIONAL FLASHBACKS This list is for social workers, teachers, relatives, neighbors and friends to help children from traumatizing families. It is adapted from the steps at the beginning of this chapter. Depending on the age of the child, some steps will be more appropriate than others. Even if you are not in a position to help other kids, please read this list at least once for the benefit of your own inner child. Help the child develop an awareness of flashbacks [inside “owies”]: “When have you felt like this before? Is this how it feels when someone is being mean to you?” Demonstrate that “Feeling in danger does not always mean you are in danger.” Teach that some places are safer than others. Use a soft, easy tone of voice: “Maybe you can relax a little with me.” “You’re safe here with me.” “No one can hurt you here.” Model that there are adults interested in his care and protection. Aim to become the child’s first safe relationship. Connect the child with other safe nurturing adults, groups, or clubs. Speak soothingly and reassuringly to the child. Balance “Love & Limits:” 5 positives for each negative. Set limits kindly. Guide the child’s mind back into her body to reduce hyper-vigilance and hyperarousal. a. Teach systemic relaxation of all major muscle groups b. Teach deep, slow diaphragmatic breathing c. Encourage slowing down to reduce fear-increasing rushing d. Teach calming centering practices like drawing, Aikido, Tai Chi, yoga, stretching e. Identify and encourage retreat to safe places Teach “use-your-words.” In some families it’s dangerous to talk. Verbal ventilation releases pain and fear, and restores coping skills. Facilitate grieving the death of feeling safe. Abuse and neglect beget sadness and anger. Crying releases fear. Venting anger in a way that doesn’t hurt the person or others creates a sense of safety. Shrink the Inner Critic. Make the brain more user-friendly. Heighten awareness of negative self-talk and fear-based fantasizing. Teach thought-stopping and thought substitution: Help the child build a memorized list of his qualities, assets, successes, resources. Help the child identify her 4F type & its positive side. Use metaphors, songs, cartoons or movie characters. Fight: Power Rangers; Flight: Roadrunner, Bob the Builder; Freeze: Avatar; Fawn: Grover. Educate about the right/need to have boundaries, to say no, to protest unfairness, to seek the protection of responsible adults. Identify and avoid dangerous people, places and activities. [Superman avoids Kryptonite. Shaq and Derek Jeter don’t do drugs.] Deconstruct eternity thinking. Create vivid pictures of attainable futures that are safer, friendlier, and more prosperous. Cite examples of comparable success stories.
Pete Walker (Complex PTSD: From Surviving to Thriving)