The Art of Teaching

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Greetings! If read in sequence the following quotes are generally arranged to be a conversation across the ages on a topic. Use for your syllabi, your exams, to start a class discussion, or to enliven your day. The Nature of Education Edith Hamilton To be able to be caught up into the world of thought--that is being educated. Robert Frost Education is the ability to listen to almost anything without losing your temper. Helen Keller The highest result of education is tolerance. Georg Hegel, 1821 Education is the art of making man ethical. John Dewey Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living. John Dewey Education is not preparation for life; education is life itself. James Mason Wood Education today, more than ever before, must see clearly the dual objectives: Education for living and educating for making a living. F. Scott Fitzgerald What we must decide is perhaps how we are valuable, rather than how valuable we are. Friedrich Schlegel, 1798 Every uneducated person is a caricature of himself. Joseph Addison, 1711 What sculpture is to a block of marble, education is to an human soul. Vachel Lindsay How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled? John Lennon (1940-1980) Life is what happens when you are making other plans. Unknown The only difference between a rut and a grave is the depth. Berenson Bernard Consistency requires you to be as ignorant today as you were a year ago. Anonymous We don't stop playing because we grow old, we grow old because we stop playing. Will Durant Sixty years ago I knew everything; now I know nothing; education is a progressive discovery of our own ignorance. The Relationship between Teaching & Learning Seneca While we teach, we learn. Oscar Wilde Everybody who is incapable of learning has taken to teaching. Japanese Proverb To teach is to learn. Aristotle Teaching is the highest form of understanding. Elbert Hubbard in biographical sketch of Friedrich Froebel The teacher is the one who gets the most out of the lessons, and the true teacher is a learner. Soren Kierkegaard To be a teacher in the right sense is to be a learner. I am not a teacher, only a fellow student. On Being a Teacher Albert Einstein Setting an example is not the main means of influencing another, it is the only means. Stephen Brookfield We teach what we like to learn and the reason many people go into teaching is vicariously to reexperience the primary joy experienced the first time they learned something they loved. Source: https://ebookschoice.com/quotes-on-academia-to-start-a-class-discussion/

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.

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