Archive for May, 2009

Educational Reforms And School Improvement

Friday, May 15th, 2009

Chambers’  20th Century Dictionary defined “Reforms” as ” to transform; to restore; to amend; to make better; to remove defect from; to redress a system or institution”. Thus reforms is the ammemdent of what is wrong, corrupt or unsatisfactory in a system / institution to a better state.

To ”improve”  is basically “to bring to a more desirable or excellent condition”. Miles at al (1987:3) define “school improvement” as “a systematic, sustained effort aimed at change in learning conditions and other related internal conditions in one or more schools with the ultimate aim of accomplishing educational goals more effectively”.

Thus “Education Reforms and School Improvement” means “the amendment of what is wrong, corrupt, or unsatisfactory in our educational practices so as to bring up to a better state; or to bring to a more desirable or excellent condition of the  schools. This is to say that educational reforms and school improvement deal with how we can change our education system and schools to a better education system and better schools.

School Improvement is largely concerned with changing the internal practices of schools by influencing the people in the organization.It is a belief that the school work culture can be change through changing the internal conditions within the organization. That is school improvement is mainly concerned about changing the quality of teachers and schools without automatically looking at the consequences for students outcome from the change. The school is only interested at finding out how the school can change in order to improve.

School Effectiveness” on the other hand focus on student outcomes and the characteristics of schools and classrooms that are associated with these outcomes; without looking at the processes that are needed to bring about changes.

To bring about Effective Education Reform and School Improvement, a combination of both the concept of “School Improvement” and “Effective School” into “Effective Echool Improvement” (ESI) or “Comprehensive School Improvement” (CSI) Model is crucial.

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Successful Schools

Thursday, May 14th, 2009

“When schools flourish, all flourishes”

Martin Luther.

“If the school sends out children with a desire for knowledge and some idea of how to acquire and use it, it will have done its work”

Richard Livingstone.

“Real improvement in our schools is not simply a matter of spending more; it is a matter of expecting more”.

George Bush.

  • What factors create successful schools?
  • Why are some schools more successful than others?

Effective schools are schools that can demonstrate students learning. Schools that are more concerned with “school effectiveness” are always trying to find out what need to be improved in order for the schools to be more effective. They focus more on student outcomes. They focus more on the characteristics of schools and classrooms that are directly associated with student outcomes improvement.

Such schools set goals that are sharply focused, attainable and fully valued by staff members. Professional collaboration among administors, teachers, support staffs and students is another characteristic of effective schools.

“New Visions for Public Schools ” listed the following Ten Principles of Effective School Design.

  1. Clear Focus and High Expectation for staff and students.
  2. A Rigorous Instructional Programme that provides equitable opportunities for every student to master challenging content, skills and learning strategies.
  3. A Personalized Learning Enviroment inline with each student’s learning style, social and family conditions, strengths, aspirations and needs.
  4. Instructional Leadership by the Principal and other school leaders focusing on students achievement; support for improving and enhancing school culture, teaching and learning; and effective collaboration among staffs.
  5. School-Based Professional Development to feature continuous reflection and assessment of students work and teacher practice.
  6. Meaningful assessment of students learning in order to identify student needs and improve instruction.
  7. Partnerships with organizations enable the school to keep in touch with wider community and professional networks and thus to capitalize on opportunities and resources that support student success and increase its sustainability.
  8. Parent and Caregiver Engagement in a Partnership to shape all components of the school for achieving students success.
  9. Student Voice and Participation in decisions regarding their classroom, campus and community .
  10. Integration of Technology into Teaching and Learning allows all students to access and analyze information, communicate ideas, and express themselves creatively.

Most researchers concluded the above characteristics of effective schools as a Five-Factor Theory of Effective Schools to promote students achievement.


  1. A Strong and visionery  Leadership
  2. A Clear School Mission
  3. A Safe and Orderly School Climate
  4. Continuous Monitoring of Student Progress
  5. High Expectations.

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Sabah Education Plan.

Thursday, May 14th, 2009

Sabah State Education Department’s Five – Year Strategic Development Plan (2007-2011) – “SMART ACTION GOLDEN ACHIEVEMENT” (SAGA) was launched by the Director of Education, Datuk Normah Gagoh on 31 January 2007. SAGA was formulated based on the evaluation of the success of its forerunner, “BEYOND EXCELLENCE” (BE) 2000 – 2005 which ended in 2005.


To become an excellent organisation in the management of education services in Malaysia by 2011.


To provide the best education services to all educators through quality and effective management towards forming an excellent generation.


  • To develop human capital;
  • To consolidate administration, management and leadership in the field of education;
  • To uplift the status of the teaching profession;
  • To make the use of ICT and media a culture;
  • To strengthen the system of assessment and evaluation;
  • To upgrade the effectiveness of school inspection.

SAGA is inline with Vision 2020 – the National Mission and the National Education Development Blueprint (2006-2010) on developing human capital with First – Class Mentality.

The critical concern is how to employ effective means to improve students development in order to promote “First-Class Mentality” – and thus to improve the Malaysian HDI.

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National Education Blueprint (2006 – 2010)

Thursday, May 14th, 2009

The National Education Blueprint (2006-2010) was released in December 2006. June Ramli (NST, 18 January 2007) stated that the school environment is set to undergo a drastic change. According to him, if the National Education Blueprint (2006-2010) is successfully implemented, schools may even resemble univeristy in three years.

The blueprint among other things, seek  to address some of the weaknesses in education such as :

  • 10% of primary schools and 1.4% of secondary schools do not have a 24 hour electricity supply.
  • 20% of primary schools and 3.4% of secondary schools do not have a public water supply.
  • 78% of primary schools and 42% of secondary school buildings are over 30 years old and require refurbishing.
  • 4.4% of primary students and 0.8 % of secondary students had not mastered the 3R’s – reading, writing and arithmetic.
  • The drop-out rate for secondary schools in urban areas was 9.3% and in rural areas was stated as 16.7%


  • Establishing a National Pre-school Curriculum.
  • Setting up 100 new classes for students with special needs.
  • Increasing the percentage of single-session schools to 90% in secondary schools by 2010.
  • To address the problem of racial polarisation in schools.


  • To build a Malaysian nation.
  • To develop human capital.
  • To empower national schools.
  • To bridge the education gap.
  • To enhance the status of the teaching profession.
  • To upgrade the excellence of educational institutions.

The then Education Ministry’s Chief Inspector of schools (presently the Director General ) Y. Bhg. Dato’ Hj. Alimuddin b. Hj. Mohd. Dom stated that when fully implemented, the blueprint will result in a massive shift in the education system to make students more confident, creative and innovative.

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National Education Achievement

Wednesday, May 13th, 2009

The Human Development Report Office in its 2008 report stated that the Human Development Index (HDI) 2006 for Malaysia is 0.823; which gives Malaysia a rank  of 63rd out of 179 countries.

All countries included in the HDI report are classified into three clusters of achievement in human development:

  • high human development (with an HDI of 0.800 or above)
  • medium human development (HDI of 0.500 – 0.799) and
  • low human development (HDI of less than 0.500)

The details of the Malaysian HDI is as follows:

  • Life expectancy at birth (2006)                      : 73.9 years
  • Adult literacy rate                                                :  91.5
  • Gross enrollment ratio in education             : 71.5
  • GDP per capita PPP                                               : 12,536 (US dollar)
  • Life expectancy index                                         : 0.815
  • Education index                                                    : 0.848
  • GDP index                                                                : 0.806
  • Human Poverty Index (HPI) rank for Malaysia    : 23
  • National poverty line as deemed appropriate for a country by its authorities                                                               : 15.5 %

We are proud that Malaysia is categorized under the high human development countries; but we still behind in achieving the themes and objectives which were outlined in the 9th Malaysia Plan (9MP) as follows:

  1. To move the economy up the value chain.
  2. To raise the capacity for knowledge and innovation and nurture “first class mentality”.
  3. To address persistent socio-economic inequalities constructively and productively.
  4. To improve the standard and sustainability of quality of life.
  5. To strengthen the institutional and implementation capacity.

The core of the issue here is the second “theme” and that is  to raise the capacity for knowledge and innovation and nurture “first class mentality” To achieve this, the country must raise the capacity of its people by:

  • promoting Islam Hadhari  as a comprehensive and universal development framework for the nation.
  • undertaking comprehensive improvement of the education system from pre-school to tertiary level, from the aspects of curriculum and teaching to school facilities; with a special focus on raising the standard of schools in the rural areas.
  • enhencing national schools to become the people’s school choice.
  • producing universities of international standing and ensuring that tertiary institutions meet the needs of employers.
  • creating more avenues for skills development, training and lifelong learning for the labour force at all level and for all ages, including in ICT.
  • providing an environment and innovation system, which encourages top quality R & D and its commericialisation.
  • refining and implementing programmes, which encourages the development of a  strong moral and ethical culture as an encapsulated in the National Integrity Plan (PIN).
  • empowering youth and women to participate fully in national growth and development.

It is hoped that through raising the capacity for knowledge, values and innovation, we are able to upgrade the quality of our human capital – and thus being able to achieve and nurture “first class mentality” among Malaysians.

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National Philosophy of Malaysian Education (NPME)

Tuesday, May 12th, 2009

Philosophy of Education focuses on the values, beliefs and attitudes in relation to the growth process of individuals and society. These values, beliefs and attitudes determine the direction of our education, particularly the aims, goals, objectives, content delivery and assessment of education.

The National Philosophy of Malaysian Education (NPME) as stated by Curriculum Development Centre (CDC) 1988 is as follows:



The curriculum developers in CDC decide the National Curriculum.  The National Curriculum is…”an educational programme that includes curriculum and co-curricular activities which encompasses all the knowledge, skills, norms, values, cultural elements and belief to help develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as to inculcate and develop desirable moral values and to transmit knowledge”.

Education Act 1996

(Education (National Curriculum) Regulation 1997)

The curriculum developers in CDC will decide on the kind of knowledge, skills, and attitudes to be transferred to the learners based on personal needs, community needs, social needs, economic motives, future needs, and knowledge continuity.

From our NPME, we can conclude that education in Malaysia is designed to produce Malaysian Citizens who are knowledgeable and competent, and who possess high moral standards so that they can function more effectively in their current times and in the future.

In summary, it can be stated that the functions, or outcomes, or the consequences of schooling include the development of the main domains of growth of our young children (as stated in NPME):

  • Cognitive domain (knowledge)
  • Psychomotor domain (skills)
  • Affective domain (attitudes)
  • Social domains (social interactions)
  • Productive domain (knowledge and skills)
  • Physical domain (development & maintenance of healthy body)
  • Aesthetic domain (values & appreciation of arts)
  • Moral domain (values & behaviors)
  • Spiritual domains (recognition & beliefs in the devine)

Aims of  education:

The aims of Malaysian education are “to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God; so that they become Malaysian citizens who are knowledgeable and competent, possess high moral standards and are responsible and capable of achieving high level of personal well-being as  well as being able to contribute to the harmony and betterment of the family, society and nation”.

Some keywords in the NPME are : “holistic”, “intellectually, spiritually, emotionally and physically balanced”, “knowledgeable and competent, who possess high moral standards”, and “responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, society and nation at large”.

Based on the above keyword, we probably can match NPME to the general educational philosophy of Progressivism, which stresses that “school should be a miniature of a democratic society in which students could learn and practice the skills and tools necessary for democratic living; which include problem-solving methods and scientific inquiry; and learning experiences that include cooperative behaviours and self-discipline; which are important for democratic living”.

Keywords “to produce Malaysian citizens who possess high moral standards and being able to contribute to the harmony and betterment of the family and society” have certain sociological elements in them such as ethnic integration. These foundations become very important in Malaysia because of the rapid change in our society.

Some keywords in the NPME that are related to the psychological elements of human being are : “an effort towards further developing the potential of individuals” and “to produce individuals who are intellectually, spiritually, emotionally and physically”, indicated that people have different abilities (mental and physical) and multiple intelligences , and thus education should develop these potentials to the maximum.

The keywords like : “on-going effort”, “in a holistic and integrated manner”, and “intellectually, spiritually, emotionally and physically balanced and harmonic” may suggest that our past education did not address these issues. It also indicate the importance of life-long learning, and well-rounded-person education.

The Role of teachers:

Some of the teachers role :

  • teach inductive and deductive reasoning, scientific method, and the power of observation and practice. This an be achieved through the teaching methods of  hands-on curricula, group work, and experimentation;
  • plan teaching and learning activities that encourage students to participate in learning;
  • prepare the content of subject-centered lesson and delivers it  through direct instruction.
  • ask questions, present social issues and problem solving challenges, and serve as organizer and information resource. This can be done through the teaching methods of stimulating divergent thinking and group discussion.
  • Encourage students to philosophize about life and to recognize and fulfill personal freedom. This can be done through the teaching methods of discussion and analysis, examination of choice-making in own and others’ life;
  • a role model.

The role of students:

  • to show active learning and participation;
  • to receive knowledge and demonstrate minimum competencies;
  • to develop independence, self-discipline, set challenges, and solve problems;
  • to inquire, apply critical thinking skills, and take action.

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Ministry of Education

Smoking – Health Risks

Monday, May 11th, 2009



Most people know that smoking can cause lung cancer, but it can also cause many other cancers and illnesses.

Smoking kills around 114,000 people in UK each year. Of these deaths, 42,800 are from smoking-related cancers, 30,600 from cardiovascular disease and 29,100 die  slowly from emphysema and other chronic lung diseases.


Cigarettes contain more than 4000  chemical compounds and at least 400 toxic substances. When you inhale, a cigarette burns at 700  degree C. at the tips and around 60 degree C. in the core. This breaks down the tobacco to produce various toxins.

As cigarette burns, the residues are concentrated towards the butt. The products that are most damaging are:

  • tar, a carcinogen (substance that causes cancer)
  • nicotine is addictive and increases cholesterol levels in your body
  • carbon monoxide reduces oxygen in the body
  • compounds of gas and particulate phases cause chronic obstructive pulmonary disorder (COPD)

The damage caused by smoking is influenced by :

  • the number of cigarettes smoked
  • whether the cigarette has a filter
  • how the tobacco has been prepared


Research has shown that smoking reduces life expectancy by seven to eight years. Of the 300 people who die every day in the UK as a result of smoking, many are comparatively young smokers.

The numbers of people under the age of 70 who die from smoking-related diseases exceeds the total figure for deaths caused by breast cancer, AIDS, traffic accidents and drug addiction.

Non-smokers and ex-smokers can also look forward to a healthier old age than smokers.


Cardiovascular disease :

Cardiovascular disease is the main cause of death due smoking.

Hardening of the arteries is a process that develops over years, when cholesterol and other fats deposit in the arteries, leaving them narrow, blocked or rigid. When the arteries narrow (artherosclerosis), blood clots are likely to form.

Smoking accelerates the hardening and narrowing process in your arteries: it starts earlier and blood clots are two to four time more likely.

Cardiovascular disease can take many forms depending on which blood vessels are involved, and all of them are more common in people who smoke.

  • Coronary thrombosis: a blood clot in the arteries supplying the heart, which can lead to a heart attack. Around 30 per cent  are caused by smoking.
  • Cerebral thrombosis: the vessels to the brain can become blocked, which can lead to collapse, stroke and paralysis.
  • If the kidney arteries are affected, then high blood pressure or kidney failure results.
  • Blockage to the vascular supply to the legs may lead to gangrene and amputation.

Smokers tends to develop coronary thrombosis 10 years earlier than non-smokers, and make up 9 out of 10 heart bypass patients.


Smokers are more likely to get cancer than non-smokers. This is particularly true of lung cancer, throat cancer and mouth cancer, which hardly  ever affect non-smokers.

The link between smoking and lung cancer is clear:

  • Ninety percent of lung cancer cases are due to smoking
  • If no-one smoked, lung cancer would be a rare diagnosis – only 0.5 per cent of people who’ve never touched a cigarette develop lung cancer.
  • One in ten moderate smokers and almost one in five heavy smokers (more than 15 cigarettes a day) will die of lung cancer.

The more cigarettes you smoke in a day, and the longer you’ve smoked, the higher your risk of lung cancer. Similarly, the risk rises the deeper you inhale and the earlier in life you started smoking.

For ex-smokers, it takes approximately 15 years before the risk of lung cancer drops to the same as that of a non-smoker.

If you smoke, the risk od contracting mouth cancer is four times higher than for a non-smoker. Cancer can start in many areas of  the mouth, with the most common being on or underneath the tongue, or on the lips.

Other types of cancer that are more common in smokers are:

  • bladder cancer
  • cancer of the oesophagus
  • cancer of the kidneys
  • cancer of the pancreas
  • cervical cancer


Chronic obstructive pulmonary disease (COPD) is a collective term for a group of conditions that block airflow and make breathing more difficult, such as:

  • emphysema – breathlessness caused by damage to the air sacs (alveoli)
  • chronic bronchitis – coughing with a lot of mucus that continues for at least three months.

Smoking is the most common cause of COPD and is responsible for 80 per cent of cases. It’s estimated that 94 per cent  of 20-a-day smokers have some emphysema when the lungs are examined after death, while more than 90 percent of non-smokers have little or none.COPD typically starts between the ages of 35 and 45 when lung function starts to decline anyway.

In smokers, the rate of decline in lung functon can be three times the usual rate. As lung function declines, breathlessness begins. As the condition progresses, severe breathing problems can require hospital care. The final stage is death from slow and progressive breathlessness.


  • Smoking raises blood pressure, which can cause hypertension (high blood pressure) a risk factor for heart attacks and stroke
  • Couple who smoke are more likely to have fertility problems than couples who are non-smokers
  • Smoking worsens astma and counteracts asthma medication by worsening the inflammation of the airways that the medicine tries to ease.
  • The blood vessels in the eye are sensitive and can be easily damaged by smoke,causing a bloodshot appearance and itchiness.
  • Heavy smokers are twive as likely to get macular degeneration, resulting in the gradual loss of eyesight.
  • Smokers run an increased risk of cataracts
  • Smokers take 25 per cent more sick days year than non-smokeers
  • Smoking stains your teeth and gums.
  • Smoking inceases your risk of periodontal  disease, which causes swollen gums, bad breath and teeth to fall out.
  • Smoking cauese an acid taste in the mouth and contributes to the development of ulcers
  • Smoking also affects your looks: smokers have paler skin and more wrinkles. This is because smoking reduces the blood supply to the skin and lowers levels of vitamin A.


For men in their 30’s and 40’s, smoking increases the risk of erectile dysfunction (ED) by about 50 per cent. Erection can’t occur unless blood can flow freely into the penis, so these blood vessels have to be in good condition.

Smoking can damage the blood vessels and cause them to degenerate: nicotine narrows the arteries that lead to the penis, reducing blood flow and the pressure of blood in the penis. This narrowing effect increases over time, so if you haven’t got problems now, things could change later.

Erection problems in smokers may be an early warning signal that  cigarettes are already damaging other areas of the body – such as the blood vessels that supply the heart.


There are many health-related reasons to give up cigarettes – not just for smokers, but to protect those around you. Babies born to mothers who smoke during pregnancy are twice as likely to be born prematurely and with a low birth weight.


The “side-stream” smoke that comes off a cigarette between puffs carries a higher risk than directly inhaled smoke. Children who grow up in a home where one or both of their parents smoke have twice the risk of getting asthma and asthmatic bronchitis. They also have a higher risk of developing allergies.

Infants under two years old are more prone to severe respiratory infections and cot death. For adults, passive smoking seems to increase the risk of lung cancer, but the evidence for an increased risk of heart disease is not yet conclusive.


As well as reducing your risk of getting a smoking-related illness, here are other benefits to quitting smoking.

  • General health improves – tiredness and headaches can be linked to smoking
  • Your sense of taste and smell improve
  • Your heart will be less strained and work more efficiently

Stopping smoking is the single biggest thing you can do to improve your health, but it’s a difficult task. Smokers who are trying to kick their habit may be disappointed to find there’s no single quit method that guarantees success. The weight of evidence suggests that smokers should set a date to stop, and do their best to quit completely from this point.

On average it takes four to five attempts to give, and there are a number of things that can help willpower:

  • nicotine replacement treatment (NRT) in the form of gum, skin patches or nasal spray
  • Zyban (bupropion) is a medicine that’s licensed to help smoking cessation
  • behavior modification programmes
  • alternative therapies such as acupuncture and hypnosis.

Based on a text by Dr. Carl J. Brandt

Reviewed by Dr. Gavin Petne, Consultant Chest Physician

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Some Quotations about Purpose of Education

Sunday, May 10th, 2009

“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people.The truly human society is a learning society, where grandparents, parents, and children are students together”

Eric Hoffer.

No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure”.

Emma Golman.

“The only purpose of education is to reach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, ie, conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past and he has to be equipped to acquire further knowledge by his own effort”

Ayn Rand.

“The Aim of education should be to teach us how to think rather than what to think -rather to improve  our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men”.

Bill Beattie.

“The one real object of education is to leave a man in the condition of continually asking questions”

Bishop Creighton.

“The central job of schools is to maximize the capacity of each students”.

Carol Ann Tomlinson.

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Some Education Quotes.

Friday, May 8th, 2009

“Save the child and you save the nation”

L. Ron Hubbard.

“The only person who is educated is the one who has learned how to learn and change.”

Carl Rogers.

“What makes people smart, curious, alert, observant, competent, confident, resourceful, persistent – in the broadest and best sense; intelligence – is not having access to more and more learning  places, resources, and specialists, but being able in their lives to do a wide variety of interesting things that matter, things that challenge their ingenuity, skills, and judgement, and that make an obvious difference in their lives and the lives of people around them.”

John Holt.

“It is a thousand times better to have common sense without education than to have education without common sense”

Robert Green Ingersoll

“The will to win, the desire to succeed, the urge to reach your full potential—- these are the keys that will unlock the door to personal excellence”


“What children need is not new and better curricula but access to more of the real world; plenty of time and space to think over their experiences, and to use fantasy and play to make meaning out of them and advice; road maps; guidebooks; to make it easier for them to get where they want to go (not where we think they ought to go) and to find out what they want to find out”

John Holt.

The important thing is not to stop questioning”

Albert Einstein.

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.”

George Bernard Shaw.

Education is not the answer to the question. Education is the means to the answer to all questions.”

William Allin.

“The highest result of education is tolerance”

Helen Keller.

“The root of education are bitter, but the fruit is sweet.”


An education system isn’t worth a great deal if it teaches young people how to make a living but doesn’t teach them how to make a life”.

Source Unknown.

“Education makes people easy to lead, but difficult to drive; easy to govern but impossible to enslave.”

Henry Peter Broughhan.

“In large states public education will always be mediocre, for the same reason that in large kitchen the cooking is usually bad”

Friedrich Nietzsche.

“The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times, for through modern development of economic life, the family”

Albert Einstein.

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Some Teacher Appreciation Quotes

Friday, May 8th, 2009

“It should be recognized that the proper status of teachers and due public regard for the profession of teaching are of major importance”

UNESCO(Art 5 of 1966 Recommendation.

“The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind”

Khalil Gibran.

“A true disciple shows his appreciation by reaching further than his teacher”


“I am indebted to my father for living, but to my teacher for living well”

Alexander the Great.

“A teacher affects eternity; he can never tell where his influence stops”

Henry Adams.

“Teacher appreciation makes the world of education go round”.

Helen Peters.

“What the teacher is, is more important than what he teaches”

Soren Kierkegaard.

“Without teacher appreciation there can’t be any student progress”

Theresa Grimm.

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires”

William A. Ward.

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child”

Carl Jung.

“I like a teacher who gives you something to take home to think about besides homework”

Lilly Tomin.

“Teacher appreciate being appreciated, for teacher appreciation is their highest award”

William Prince.

“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth.”

Dan Rather.

“The good teacher makes the poor student good and the good student superior”.

Marva Collins.

“The task of the excellent teacher is to simulate “apparently ordinary” people to unusual effort. The tough problem is not in identifying winners: it is making winners out of ordinary people”.

Patricia Cross.

“Who dares to teach never cease to learn.”

John C. Dana.

“Good teacher are costly, but bad teachers cost more.”

Bob Talbert.

“A good teacher is a master of simplification and an enemy of simplism.”

Louis Berman.

“If students don’t feel teacher appreciation, their whole education has failed.”

Michael Balkers.

“Teachers open the door. You enter by yourself”.

Chinese Proverb.

“The best teacher teach from the heart, not from the book.”


“A good teacher is like a candle; it consumes itself to light the way for others.”


“A teacher purpose is not to create students in his image, but to develop students who can create their own image.”


“Good teaching is more a giving of right questions than a giving of right answers”.

Josef Albers

“Good teachers are those who know how little they know. Bad teachers are those who think they know more than they don’t know.”

R. Verdi.

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