Quotes & Sayings About Learners And Learning

We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle. — Pedro Noguera

All of the top achievers I know are life-long learners. Looking for new skills, insights, and ideas. If they're not learning, they're not growing and not moving toward excellence. — Denis Waitley

some linguists have also concluded that, while the innatist perspective provides a plausible explanation for first language acquisition, something else is required for second language acquisition, since it so often falls short of full success. From the cognitive psychology perspective, however, first and second language acquisition are seen as drawing on the same processes of perception, memory, categorization, and generalization. The difference lies in the circumstances of learning as well as in what the learners already know about language and how that prior knowledge shapes their perception of the new language. — Patsy M. Lightbown

The finding that rereading textbooks is often labor in vain ought to send a chill up the spines of educators and learners, because it's the number one study strategy of most people - including more than 80 percent of college students in some surveys - and is central in what we tell ourselves to do during the hours we dedicate to learning. Rereading has three strikes against it. It is time consuming. It doesn't result in durable memory. And it often involves a kind of unwitting self-deception, as growing familiarity with the text comes to feel like mastery of the content. — Peter C. Brown

The more we want our children to be (1) lifelong learners, genuinely excited about words and numbers and ideas, (2) avoid sticking with what's easy and safe, and (3) become sophisticated thinkers, the more we should do everything possible to help them forget about grades. — Alfie Kohn

The rigorous process of learning to develop and ask questions offers students the invaluable opportunity to become independent thinkers and self-directed learners. — Dan Rothstein

Shifting the focus from the teacher to the learner will take time and training, but it will also take the willingness to 'unlearn' what so many have been taught about student learning and teacher control. We can admire this dilemma for as long as we want, but the truth is, 'the train has left the station' and the learners are on it." - Jackie Johnston, Director of Alternative and Community Education, District 112, Minnesota — Barbara A. Bray

Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together. — Scott Hayden

Accepting the key premise that the learner is the primary customer of schooling means others follow naturally ... The core business of schooling is learning, and the quality of learning experienced by all learners should be the standard against which performance is measured. — David Hood

Children are good learners. The first learn to act what they hear and see. — Lailah Gifty Akita

Sometimes the last thing learners need is for their preferred learning style to be affirmed. Agreeing to let people learn only in a way that feels comfortable and familiar can restrict seriously their chance for development. — Stephen Brookfield

Learning to communicate in and with a culture of science is a much broader undertaking than mastering a body of discrete conceptual or procedural knowledge. One observer, for example, describes the process of science education as one in which learners must engage in "border crossings" from their own everyday world culture into the subculture of science.1 The subculture of science is in part distinct from other cultural activities and in part a reflection of the cultural backgrounds of scientists themselves. — Heidi A. Schweingruber

A good teacher does not teach all that he knows. He teaches all that the learners need to know at the time, and all that the learners can accountably learn in the time given. — Jane Vella

Without ongoing training in tailoring instruction to individual learners (and support in doing so), "fault" for underperformance or disengagement from learning is frequently shifted to the child: The child is lazy, has an attitude problem, or refuses to work up to his or her potential. The child is enormously vulnerable in this system. — Kirsten Olson

The danger of lectures is that they create the illusion of teaching for teachers, and the illusion of learning for learners. — Albert Camus

Life is about learning and we all learn something from one another. Today I remember them and thank for their contribution to shape up my life. — Pankaj Gupta

As he throws himself into one scheme after another, he draws lessons that improve his focus and judgment. He knits what he learns into mental models of investing, which he then uses to size up more complex opportunities and find his way through the weeds, plucking the telling details from masses of irrelevant information to reach the payoff at the end. These behaviors are what psychologists call "rule learning" and "structure building." People who as a matter of habit extract underlying principles or rules from new experiences are more successful learners than those who take their experiences at face value, failing to infer lessons that can be applied later in similar situations. Likewise, people who single out salient concepts from the less important information they encounter in new material and who link these key ideas into a mental structure are more successful learners than those who cannot separate wheat from chaff and understand how the wheat is made into flour. — Peter C. Brown

Mature adults gravitate toward new values and understandings, not just rehashing and blind acceptance of past patterns and previous learning. This is an ongoing process and maturity demands lifelong learners. — David W. Earle

Emotional attunement between teachers and learners is highlighted, as well as the central role of storytelling in traditional and contemporary learning. Research has also found that exploration and play, usually consigned to less important after-school activities, are central — Louis Cozolino

Adaptive learners expect to succeed (hopeful), whereas maladaptive learners expect to fail (hopeless). Adaptive learning promotes confidence, well-being, and an elated mood, whereas maladaptive learning saddles dogs with apprehensiveness, worry, insecurity, and generalized anxiety. Dogs that generally expect to fail are constrained to exist in a small corner of life where they feel most secure and likely to succeed. Dogs — Steve Lindsay

Schools must inquire deeper into their own practices, explore new ways to motivate their learners, make use of learning styles, introduce multiple intelligences, integrate learning, and teach thinking, and in the process discover the passion and moral purpose that makes teaching exciting and effective. — Michael Fullan

I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher. — Barbara Paterson

We all act as independent learners in charge of designing our autodidactic curricula. Reading the books written by the prophetic genius of history including the literary masterpieces and philosophical treatises awakens the mind. Reading can act as a gateway drug leading to writing and expansion of a personal state of conscious awareness. — Kilroy J. Oldster

Let the main object ... to seek and to find a method of instruction, by which teachers may teach less, but learners learn more. — John Amos Comenius

Some researchers used to believe that people had different learning styles - that some people are right brain and some are left brain; some are auditory and some are visual learners. There's almost no credible evidence to support this view. Instead, — David Brooks

This is a very challenging moment for educators. Our children are headed for a much more networked existence, one that allows for learning to occur 24, 7, 365, one that renders physical space much less important for learning, one that will challenge the relevance of classrooms as currently envisioned, and one that challenges our roles as teachers and adult learners. — Will Richardson

A shower of rain rejuvenates nature; similarly a Good Teacher rejuvenates learners with the beauty of knowledge. A shower of rain in the desert rejuvenates the most barren wasteland and helps hibernating flowers to bloom with an explosion of colour and eagerness; similarly a Great Teacher rejuvenates hibernating learners to bloom with an explosion of love for learning, curiosity and eagerness to explore the world without fear and inhibitions. — Kavita Bhupta Ghosh

In the absence of either a widely accepted theory of language learning or a solid empirical base for classroom practice, teachers and learners have always been, and will always be, vulnerable to drastic pendulum swings of fashion, the coming and going of various unconventional and unlamented "Wonder Methods" being an obvious recent example. The sad truth is that after at least 2,000 years, most language teaching takes place on a wing and a prayer - sometimes successfully, but often a relative failure. — Michael H. Long

Learning organizations are possible because, deep down, we are all learners. No one has to teach an infant to learn. In fact, no one has to teach infants anything. They are intrinsically inquisitive, masterful learners who learn to walk, speak, and pretty much run their households all on their own. — Peter M. Senge

Whenever learners or those beyond learning awaken the mind, for the first time they plant one buddha-nature. Working with the four elements and five clusters, if they practice sincerely they attain enlightenment. Working with plants, trees, fences and walls, if they practice sincerely they will attain enlightenment. This is because the four elements and five clusters and plants, trees, fences and walls are fellow students; because they are of the same essence, because they are the same mind and the same life, because they are the same body and the same mechanism. — Dogen

A Teacher who has courage to laugh at herself or himself; laugh with students, and laugh off difficulties is the harbinger of positive trails and cheerful learning outcomes. — Kavita Bhupta Ghosh

Learning never ends, and as we enter the next century, it will be more and more important for all Americans to be lifelong learners ... every one of us can contribute in some way to a better-educated America. — Barbara Bush

The philosophy of project-based homeschooling - this particular approach to helping children become strong thinkers, learners, and doers - is dependent upon the interest and the enthusiastic participation and leadership of the learners themselves, the children. — Lori McWilliam Pickert

Some studies of successful language learners have suggested that they're more "open to new experiences" than the rest of us. Temptingly, psychologist Alexander Guiora proposed that we have a self that's bound up in our native language, a "language ego", which needs to be loose and more permeable to learn a new language. Those with more fluid ego boundaries, like children and people who have drunk some alcohol, are more willing to sound not like themselves, which means they have better accents in the new language. — Michael Erard

Allowing children to learn about what interests them is good, but helping them do it in a meaningful, rigorous way is better. Freedom and choice are good, but a life steeped in thinking, learning, and doing is better. It's not enough to say, "Go, do whatever you like." To help children become skilled thinkers and learners, to help them become people who make and do, we need a life centered around those experiences. We need to show them how to accomplish the things they want to do. We need to prepare them to make the life they want. — Lori McWilliam Pickert

We have new roles as coaches and mentors, now that the job of learning is in the hands and minds of the learners. — Matt Renwick

Richard Felder is co-developer of the Index of Learning Styles. He suggests that there are eight different learning styles. Active learners absorb material best by applying it in some fashion or explaining it to others. Reflective learners prefer to consider the material before doing anything with it. Sensing learners like learning facts and tend to be good with details. Intuitive learners like to identify the relationships between things and are comfortable with abstract concepts. Visual learners remember best what they see, while verbal learners do better with written and spoken explanations. Sequential learners like to learn by following a process from one logical step to the next, while global learners tend to make cognitive leaps, continuously taking in information until they get it. — Ken Robinson