Education is what remains after one has forgotten what one has learned in school.
It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education [at an institution] is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.
Education must not only be the stupid learning of facts through rote methods, but also the training of mind to think starting from every kind of event. So take your opportunities to improve your knowledge of the world practising some good eclectic strategies.
Carl William Brown
Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.
I’ve never let my school interfere with my education.
School can provide you an education and university can give you a culture, but self-knowledge and self-learning can help you to make a fortune.
Carl William Brown
I have come to discover through earnest personal experience and dedicated learning that ultimately the greatest help is self-help; that there is no other help but self-help – doing one’s best, dedicating oneself wholeheartedly to a given task, which happens to have no end but is an on-going process.
Everybody who is incapable of learning has taken to teaching.
He was really brilliant, clever and had a lot of imagination too, but unfortunately he was a donkey and thinking of being a horse wasn’t enough.
Carl William Brown
God made the Idiot for practice, and then He made the School Board.
In England … education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes, and would probably lead to acts of violence in Grosvenor Square.
Education is the ability to listen to almost anything without losing your temper or your self-confidence.
The more I read the more I figured out that only one conclusion is possible: languages cannot be taught, they can only be learned. Everything turns around the learner and his/her passion.
Carl William Brown
Art is not to be taught in Academies. It is what one looks at, not what one listens to, that makes the artist. The real schools should be the streets.
The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually the slaves of some defunct economist. Madmen in authority, who hear voices in the air, are distilling their frenzy from some academic scribbler of a few years back.
John Maynard Keynes
A goal is not always meant to be reached, it often serves simply as something to aim at.
Education: the inculcation of the incomprehensible into the indifferent by the incompetent.
John Maynard Keynes
The psychic task which a person can and must set for himself is not to feel secure, but to be able to tolerate insecurity.
There is no such thing as ”the Queen’s English.” The property has gone into the hands of a joint stock company and we own the bulk of the shares!
Children have a natural antipathy to books- handicraft should be the basis of education. Boys and girls should be taught to use their hands to make something, and they would be less apt to destroy and be mischievous.
The best education consists in immunizing people against systematic attempts at education.
Paul Kark Feyerabend
Finally, Julio mentions the importance of making the language part of your life. Just as a boy learning how to play soccer would go out in the streets to play with his buddies, language learning shouldn’t be confined to your bedroom or classroom. Go out and have fun with it!
Genius lasts longer than Beauty. That accounts for the fact that we all take such pains to over-educate ourselves.
As Mark Twain once remarked, “The Best Education Happens outside the Classroom” which means that self learning that takes place outside the formal channels can be both informative as well as educational. To explain, self-learning ensures that learners learn outside the formal systems thereby giving them more flexibility and freedom to explore new avenues of learning.
Further, the fact that self learning is technologically enabled means that educational methods that are not usually the methods in classroom-based teaching can be made available to the learners thereby enhancing the value of such learning.
Successful language learning entails learner motivation, cooperation and empathy. Naturally, this approach places emphasis on learner development. There are a number of stages in the learner development process. The uppermost stages include raising language awareness (how learners can contribute to their own learning), changing learning strategies (self-monitoring, responding to peers, etc.), and, finally, assuming responsibility for their own learning. The last stage implies transferring some traditional teacher’s roles to learners which allows them to become more independent. (Kavaliauskiene, 2002)
It is advisable, however, instead of prompting the right answer to give learners some tips that might help them produce the correct answer. Usually someone in class does.
At lower levels, students might lack self-confidence to use English. If learners feel like using their first language, do not discourage them. Let students become familiar with activity and feel comfortable and secure.
This activity can be used for peer-checking of progress tests administered by teachers. Having administered a few versions (to avoid cheating) of progress tests, ask students to exchange their worksheets, correct their peer’s work and allow them to grade it. Learners enjoy playing teachers!
Next, let students discuss their performance by working in pairs or small groups. The teacher’s role is to monitor pairs’ work and give advice if necessary.
Avoid ‘denouncing’ students for making mistakes. The damage to a student’s reputation might be irreparable. Individual counseling is preferable.
Student-produced Tests LEVEL: elementary & above
OBJECTIVES: peer-assessment, self-assessment, producing materials, reflection on usage, interaction, recycling grammar/vocabulary
TARGET LANGUAGE: vocabulary, grammar, word-building, matching words& definitions
MATERIALS: handouts, worksheets, transparencies from
web-based, authentic or textbook materials
PROCEDURE: work in pairs / small groups / whole class discussion
TIME LIMIT: flexible
The choice of materials that students can use for producing tests for their peers depends on their level. Higher level students are apt to create a variety of exercises (word-building, gap-filling, language in use, matching words and definitions) and use authentic materials. Lower level students prefer to produce grammar exercises similar to ones in their textbooks.
For students, making their own tests is an extremely motivating activity, which also has an element of self-study and self-assessment. Learners are bound to reflect on the items they have chosen for testing
In class, learners hand out worksheets to their peers, set a time limit and provide assistance if needed. The outcome is discussed either between groups or in the whole class.
The teacher’s role is to monitor learners’ activities in pairs or small groups unobtrusively. Intervention is unnecessary unless learners need assistance.
It is advisable to check and correct mistakes on the learners’ worksheets before they are handed out to their peers.
Tests might be presented on transparencies and implemented as a whole class activity (provided an overhead projector is available in the classroom).
Kavaliauskiene, G. Three Activities to Promote Learner’s Autonomy. The Internet TESL Journal. Vol. VIII, No. 7, July 2002. http://iteslj.org/Techniques/Kavaliauskiene-Autonomy/