Teaching To The Test Quotes & Sayings

People are attracted to teaching because they want to make a real impact. The teachers who are making the greatest difference go far beyond meeting standardised test measures. They aspire to truly level the playing field for their students, which means inspiring a love of learning, fostering the highest levels of critical thinking, building perseverance in working towards academic excellence, and so on. — Wendy Kopp

The truth is there are a million steps, and we don't even know what the steps are, and worse, at any given moment we may not be willing or even able to take them; and still worse, they are different for you and they are always changing. I have come to believe the sooner we will fall in love with the God who keeps shaking things up, keeps changing the path, keeps rocking the boat to test our faith in Him, teaching us to not rely on easy answers, bullet points, magic mantras, or genies in lamps, but rather in His guidance, His existence, His mercy, and His love. — Donald Miller

The question may arise - how can credible Christian organizations justify and condone meditative practices that clearly resemble Eastern meditation? As pointed out earlier in this book, Christian terminology surrounds these practices. It only takes a few popular Christian leaders with national profiles to embrace a teaching that sounds Christian to bring about big changes in the church. Moreover, we have many trusting Christians who do not use the Scriptures to test the claims of others. Building an entire prayer method around an out-of-context verse or two is presumptuous, at best. Now more than ever, it is critical that Christians devote themselves to serious Bible study and discernment regarding this issue. — Ray Yungen

You can always test the quality of religious teaching by the enthusiastic reception it receives from unsaved men. If the natural man receives it enthusiastically, it is not of the Spirit of God. Paul says plainly that the natural man cannot know spiritual things. To him, spiritual things are plain foolishness (see 1 Cor. 2:14). — A.W. Tozer

So much of teaching is sharing. Learning results in sharing, sharing results in change, change is learning. The only other job with so much sharing is parenting. That's probably why the two are so often confused. You can't test what sort of teacher someone will be, because testing what someone knows isn't the same as what someone is able to share. — Esme Raji Codell

Today, in the age of standardized testing, thinking and acting, reason and judgment have been thrown out the window just as teachers are increasingly being deskilled and forced to act as semi-robotic technicians good for little more than teaching for the test ... — Henry Giroux

The ultimate test of my understanding of the scriptural teaching is the amount of time I spend in prayer. As theology is ultimately the knowledge of God, the more theology I know, the more it should drive me to seek to know God. Not to know about Him but to know Him! The whole object of salvation is to bring me to knowledge of God. If all my knowledge does not lead me to prayer there is something wrong somewhere. — Martyn

I have come to believe ... that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy, will be challenged afresh when it is obliged to simulate life itself. — Jane Addams

As the sociologist Mitchell L. Stevens has put it, "affluent families fashion an entire way of life organized around the production of measurable virtue in children." Measurable, here, means capable of showing up on a college application. We are not teaching to the test; we're living to it. — William Deresiewicz

The idea that you have to drop any thing that you might be interested in doing because you have to pass that test tomorrow and it's something that you're not interested in, that's just the opposite of education. It's also harming teaching, because the teachers are evaluated by the results of the test. — Noam Chomsky

The uninitiated often assumed that undergraduate students were at the bottom rung, but undergrads were the paying customers, or at least their parents were. And paying customers needed to be kept happy. Grad students worked for the school as teaching and research assistants--TAs and RAs--but weren't really proper employees, and as such they weren't entitled to the benefits that, say, a cataloger in the Coffey Library received. Then there was the fact that they had to learn to leave behind passive studying and test taking, which was what most of them had been taught in their school careers up to that point, and learn how to actively attack research problems and come up with new ideas, all while being poorly paid. Like Helen had said, a not insignificant number of grad students left after a year instead of sticking around to work on obtaining their PhDs. Who could blame them? Industry paid more and had better benefits. — Neve Maslakovic

She said the secret to long life is to never stop moving. The moment you stop, you're dying." He poked me in the arm and sat back. "That's your lesson today. Expect a test tomorrow." I giggled a little. "Always teaching?" "I don't have to today," he said. "That was just a bonus." He polished off the last of the apple pie, licking the spoon like a lollipop. "Ready?" "For what?" "You'll see. — C.L.Stone

Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it's really learning. The questions, What's being taught? What's the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum. — Robert M. Pirsig

Test-oriented teaching strikes me as anti-educational, a kind of unpleasant game that subverts the real aim of education: to waken a student to her or his potential, and to pursue a subject of considerable importance without restrictions imposed by anything except the inherent demands of the material. — Jay Parini

Most Christian teachers would profess to believe that their students are made in the image of God. . .Classroom practices, however, often reveal that students are not treated accordingly. They are not challenged to think through issues and carefully examine the various positions relevant to the issue. Instead they are simply given information as correct answers to be remembered and reproduced on a test or in some other written form. Rather than create an art project that reveals something about the way they view the world, they are given specific instructions for completing each step of the project and criticized, for example, if the trees are not green. While verbally teaching Johnny that he is an important person, a teacher may employ a learning model or classroom discipline system that clearly treats him as on object to be shaped and controlled by a system. . . (p18) — Donovan L. Graham

There is apparently an easy test to distinguish good schoolteachers from poor ones; ask them what they teach. Poor ones reply, 'I teach French,' or 'I teach physics' or whatever their subject is. Good ones say, 'I teach children.' The teacher here would have fallen into the second group: he taught knowledge to people. Or better, he imparted knowledge, meaning he passed over so that the people who learned from him knew the lessons for themselves. — Chris Green

Seminary is for men who are seriously considering the ministry; it is a place where a man may test his gifts and calling in the service of the Word...Uncertainty about a call to the ministry may indicate with certainty a call to theological training. Even when God does not call a man to pastoral work, he often leads through seminary study to other ministries of teaching and to informed leadership in the work of the church. — Edmund P. Clowney

The professor argues against measuring effectiveness in the shallow short-term in the "fierce humanities," for teaching that seeks not merely learning, but unlearning, that seeks to unsettle knowledge and assumptions in ways more fundamental than any exam can or should test. — Cary Nelson

For teachers, getting annual test scores several months after taking the test and in most cases long after the students have departed for the summer sends a message: Here's the data that would have helped you improve your teaching based on the needs of these students if you would have had it in time, but since it's late and there's nothing you can do about it, we'll just release it to the newspapers so they can editorialize again about how bad our schools are. — Douglas B. Reeves

We are not teaching to the test; we are living to it. — William Deresiewicz

Entire industries and some of our very largest professions depend on the persistence of our current system. Other social institutions - like giant publishers and test-prep companies - are synched to its workings. A certain teaching method implies certain goals and certain tests. The tests, in turn, have a serious impact on hiring practices and career advancement. Human nature being what it is, those who prosper under a given system tend to become supporters of that system. Thus the powerful tend to have a bias toward the status quo; our educational customs tend to perpetuate themselves, and because they interconnect with so many other aspects of our culture, they are extraordinarily difficult to change. — Salman Khan

The true Christian was intended by Christ to prove all things by the Word of God: all churches, all ministers, all teaching, all preaching, all doctrines, all sermons, all writings, all opinions, all practices. These are his marching orders. Prove all by the Word of God; measure all by the measure of the Bible; compare all with the standard of the Bible; weigh all in the balances of the Bible; examine all by the light of the Bible; test all in the crucible of the Bible. That which cannot abide the fire of the Bible, reject, refuse, repudiate, and cast away. This is the flag which he nailed to the mast. May it never be lowered! — John Wycliffe

When my father finally got around to teaching me to drive, he was impressed at my "natural" talent for driving, not knowing that I had already been secretly driving my mother's car around the neighborhood. When I took the test and got my license and my father gave me my own set of keys to the car one night at dinner, it was a major rite of passage for him and my mother. Their perception of me had changed and was formally acknowledged. For me the occasion meant a private sanction to do in public what I had already been doing in secret. — Robert Fulghum

What we have done with No Child Left Behind is squeeze the creativity out of the classroom because teachers have begun to just teaching to the test. — Claire McCaskill

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible. — Jessica Lahey

I think a lot of teachers feel like they're teaching to a test. Our response is you teach to a student, you really teach to the kid. — Erin Gruwell

Teaching is a funny business; you want to share these glimpses of something real and profound, but half the time students want only to know their next assignment and what they will need to study for the test. — Azar Nafisi

It was informational. About how to perform oral sex on men. You know, one man teaching another. It was really fascinating and I've always wondered about the techniques he discussed - ow. Ow! You're squeezing a little hard, Van Holtz."
...
"Well, if you're willing to be my test subject - ack! — Shelly Laurenston

Never compare one student's test score to another's. Always measure a child's progress against her past performance. There will always be a better reader, mathematician, or baseball player. Our goal is to help each student become as special as she can be as an individual
not to be more special than the kid sitting next to her. — Rafe Esquith

To preserve one's mind intact through a modern college education is a test of courage and endurance, but the battle is worth it and the stakes are the highest possible to man: the survival of reason. — Ayn Rand

Teachers matter. So instead of bashing them, or defending the status quo, let's offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren't helping kids learn. — Barack Obama

I constantly meet people who are doubtful, generally without due reason, about their potential capacity [as mathematicians]. The first test is whether you got anything out of geometry. To have disliked or failed to get on with other [mathematical] subjects need mean nothing; much drill and drudgery is unavoidable before they can get started, and bad teaching can make them unintelligible even to a born mathematician. — John Edensor Littlewood

I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test. — Erin Gruwell

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school. — Lorraine Stutzman Amstutz

If we are to accept the teaching of Jesus at all, then the only test of the reality of a man's religion is his attitude to his fellow men. The only possible proof that a man loves God is the demonstrated fact that he loves his fellow men. — William Barclay

To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators. They are mentors, coaches, motivators, and lifelong sources of inspiration to their students. Teaching is an art form. Great teachers know they have to cultivate curiosity, passion and creativity in their students. — Ken Robinson