“There isn't one specific way of teaching. It varies with each student and his/her ability to grasp what is being imparted. Every student has a different purpose for learning. Some think they will get a chance to perform if they learn from a senior musician. Some even ask me to recommend them to sabhas. But I don't. I firmly believe that opportunities should come on their own. But rarely do we get students who are only interested in learning and expect nothing else. One should be passionate about the art if one is to scale heights.”

—  M. Balamuralikrishna

Source: Interview by Prince Rama Varma "There's no one way to teach".

Adopted from Wikiquote. Last update June 3, 2021. History

Help us to complete the source, original and additional information

Do you have more details about the quote "There isn't one specific way of teaching. It varies with each student and his/her ability to grasp what is being impart…" by M. Balamuralikrishna?
M. Balamuralikrishna photo
M. Balamuralikrishna 17
Carnatic vocalist, instrumentalist and playback singer 1930–2016

Related quotes

Gene Wolfe photo

“Every so often I get optimistic and explain the best method of learning to write for students. I don't believe any of them has ever tried it.”

Gene Wolfe (1931–2019) American science fiction and fantasy writer

The Best of Gene Wolfe (2009), afterword to "The Boy Who Hooked the Sun", p. 381
Nonfiction

“When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3

Noam Chomsky photo

“Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] […] normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.”

Noam Chomsky (1928) american linguist, philosopher and activist

conference titled "Creation & Culture" in Barcelona, Spain, November 25, 1992 https://web.archive.org/web/20031123171255/http://cognet.mit.edu/library/books/chomsky/chomsky/5/7.html.
Quotes 1990s, 1990-1994

Jerzy Vetulani photo

“In lectures, it is important that you lecture plain. We are interested in the smartest students, and we really should take care of those who have most difficulties with understanding certain concepts. I try to balance it. You know what? In lecturing, Jerzy Vetulani really helped me – listening to his lectures, I learned how to teach correctly, so that the students did not fall asleep after fifteen minutes.”

Jerzy Vetulani (1936–2017) Polish scientist

Marek Sanak, geneticist and molecular biologist, friend and disciple of Vetulani. Kobos, Andrzej (2012). Po drogach uczonych. 5. Polska Akademia Umiejętności. p. 334. ISBN 978-83-7676-127-5.

Jacques Barzun photo

“The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.”

Jacques Barzun (1907–2012) Historian

"Reasons to De-Test the Schools," New York Times (1988-10-11), later published in Begin Here: The Forgotten Conditions of Teaching and Learning (1991)

“Learning is most often considered a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.”

David A. Kolb (1939) American psychologist

[Kolb, DA, Osland JS, Rubin IM, Organizational Behavior: an experiential approach, 1971, 7, 2001, Prentice Hall, Upper Saddle River, NJ, English, 42]

“As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware — painfully so, at times — that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

Richard Rohr photo

“I do not think you should get rid of your sin until you have learned what it has to teach you.”

Richard Rohr (1943) American spiritual writer, speaker, teacher, Catholic Franciscan priest

Variant: Do not get rid of your hurts until you have learned all that they have to teach you.
Source: Falling Upward: A Spirituality for the Two Halves of Life

Margaret Mead photo

“The student of culture is concerned with a characteristic which man displays more markedly than any other known creature — the ability to transmit what he has learned. In following the procedure I suggest, the learning of Homo sapiens would be treated as a further specialization of the concept of grades, with the recognition that in some species — possibly even in some orders — the ability to learn may represent not only an improvement, in an evolutionary sense, but also an increase in vulnerability. Man's unique, high ability to learn, coupled as it is with a small amount of built-in behavior, represents such a vulnerability.”

Margaret Mead (1901–1978) American anthropologist

Source: 1960s, Continuities in Cultural Evolution (1964), p. 30-31

Adrianne Wadewitz photo

“When professors teach, they teach what they love. What they are experts in. What it is easy for them to learn. Thus, it is easy to forget what it is like to be the student who struggles in the classroom.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

Related topics