Dorothy Sayers

For the sole true end of education is simply this: to teach men how to learn for themselves, and whatever instruction fails to this is effort spent in vain.

Pablo Casals

Each second we live is a new and unique moment of the universe, a moment that will never be again And what do we teach our children? We teach them that two and two make four, and that Paris is the capital of France. When will we also teach them what they are? We should say to each of them: Do you know what you are? You are a marvel. You are unique. In all the years that have passed, there has never been another child like you. Your legs, your arms, your clever fingers, the way you move. You may become a Shakespeare, a Michaelangelo, a Beethoven. You have the capacity for anything. Yes, you are a marvel. And when you grow up, can you then harm another who is, like you, a marvel? You must work, we must all work, to make the world worthy of its children.

Mark Barnes

A five-minute teacher understands that peers’ words can carry a lot more weight than his or her own, and there is nothing wrong with students doing the teaching.

Bill Sterrett

As a school leader, you have the profound opportunity to reach new goals—but it won’t happen by accident. Use your calendar wisely, and make the time to keep learning and growing as a leader. Your school depends on it.

Grant Wiggins and Jay McTighe

By framing one’s work around priority questions, we make it far more likely that learning remains focused, coherent, and less stressful when the unexpected happens.

James H. Stronge, Xianxuan Xu, Lauri M. Leeper, and Virginia C. Tonneson

If there is one lesson we can take away from international comparisons of top-performing education systems, it is that human capital—that is, people—matter.

John Gardner

Much education today is monumentally ineffective. All too often we are giving your people cut flowers when we should be teaching them to grown their own plants. We are stuffing their heads with the products of earlier innovation rather than teaching them how to innovate. We think of the mind as a storehouse to be filled rather than an instrument to be used.

Susan Brookhart

"Most of the time, it won't be a matter of changing people's minds, but rather of addressing their concerns."

"Starting the Conversation about Grading" Educational Leadership, November 2011, pg. 14

Geoffrey Mills

"Any type of change, however small, may be viewed as threatening by some. After all, the status quo is familiar and comfortable. But the era of schools that refuse to innovate is past. The ever-changing social and political environment in which we live necessitates that teachers become sophisticated instructional leaders and decision makers who have the skills to empower students and other individuals in their learning communities."

Action Research: A Guide for the Teacher Researcher, pg. 161

Ellen Lowrie Black

Attitudes are contagious and are directly linked to motivation, and teachers benefit from monitoring their own attitudes carefully. A commitment to learning can be sensed when teachers exhibit wholesome positive attitudes.

Foundations of Christian School Education, 153

Ellen Lowrie Black

Teachers have the right to expect more from students who are more mature, or who have greater gifts.... A Christian teacher who is "fair" does not treat all students in exactly the same manner. Fairness requires discernment, and discernment demands the use of varying strategies.

Foundations of Christian School Education, 150

Ellen Lowrie Black

The teacher's primary responsibility in the Christian school is twofold, to be the spiritual leader and the academic leader. Teachers who do not embrace a biblical worldview are incapable of teaching the whole child, for God created humankind with a mind, body, and soul.

Foundations of Christian School Education, 147

Ellen Lowrie Black

Teaching in a Christian school is a calling and a ministry that results from knowing God well and following His direction. Being an educator is a vocation; being a Christian educator is a spiritual ministry that has passion and purpose.

Foundations of Christian School Education, 147

Richard J. Edlin

If Christian schools are doing their job properly, their teachers and students should be salt-and-light beacons of hope in this postmodern nightmare. By representing God and His way as they have taught and learned it in school, they have the opportunity to stand tall themselves and reach out with God's shalom into all areas of this desperate and needy world.

Foundations of Christian School Education, 79

Richard J. Edlin

This confrontation will mean that Christian school programs must help students find out about the world as it really is, even to the extent of studying and genuinely comprehending false perspectives. Only then will our students be able to speak coherently with people who are wedded to those false views and lead them toward the light.

Foundations of Christian School Education, 79

Kenneth O. Gangel

Christian educators teaching from a biblical worldview desire to affect the whole student, not just the intellect. We red to see our students as more than empty minds waiting to be filled. Students are fallen but redeemable people needing to live out their redemption in relationship to one another. In short, we as educators must translate our theology and philosophy into "street sense," enabling our students to live a Christlike life in the real world. They must learn not only what the Scriptures teach but how to live daily in accordance with a biblical worldview.

Foundations of Christian School Education, 65

Kenneth O. Gangel

A biblical education includes a view of oneself as totally dependent on the work of Christ for both salvation and sanctification.

Foundations of Christian School Education, 63

Kluckhohn

"Studying [other cultures] enables us to see ourselves better."

Unknown

Great teachers, he concluded, constantly reevaluate what they are doing.

Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.