“Both teachers and learners go to sleep at their post as soon as there is no enemy in the field.”

“The teachers are everywhere. What is wanted is a learner.”

“The learning must belong to the learners and not to the teachers.”

“Every marriage tends to consist of an aristocrat and a peasant. Of a teacher and a learner.”

“They should be going to sleep, but good company is the enemy of sleep.”

“Teachers should be able to help learners to efficiently communicate to other numerical ideas and to make connection with real-life problems in the areas chosen for their eventual career. Training only on subject matter is definitely not going to bring about this expertise. There must be more emphasis on coaching and facilitating techniques. In their normal practices, teachers must see very clearly where each individual learner stands on the learning continuum of that particular development, what problems and difficulties he or she is going to face and what lies ahead on that learning continuum to be walked by the learner. Teachers should be trained to be a master of how to help each and every learn to walk through the learning task. Going through the learning task is a necessary and essential aspect of teacher training but it is not sufficient to make them good and effective teachers.”

“The reflective teacher makes the learners decide for themselves and ensures that the decision is sound and reasonable. He or she asks a lot of questions for the learners to carry out self-assessment.”

“Teachers have to be learners. They have to treat each new group of students as a different group, fresh and unknown. Teachers often perceive new students as being the same as those in the previous group and apply the same practice to them. If teachers are learners, they will study the new group of students in order to identify their strengths and weaknesses, then teach them accordingly.”

“In fostering a sense of success, teachers have to be responsive to the learners and create several self-assessment activities in learning.”

“One can make concessions to the enemy in relation, for instance, to the number of people in the government, as well as to the specific posts, qualifications and certain organisational forms accepted both by the enemy and our­selves.”