Teaching Quotes - Page 2

An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.

Since in early youth it cannot be known what ends are likely to occur to us in the course of life, parents seek to have their children taught a great many things, and provide for their skill in the use of means for all sorts of arbitrary ends, of none of which can they determine whether it may not perhaps hereafter be an object to determine their pupil, but which it is at all events possible that he might aim at; and this anxiety is so great that they commonly neglect to form and correct their judgement on the value of the things which may be chosen as ends.

We were supposed to be an English literature class, but Miss Nesbitt used literature to teach real life. She said she didn't have time to teach us like a regular English teacher--we were too far behind. Instead, she taught us the world through literature.

There is no such thing a boring content. In the hands of a great teacher...even if as teachers we doubt that we can make it so...this doubt puts us at risk of undercutting it: watering it down or apologizing for teaching it.

Being alone is much better than being around negative people out of loneliness or desperation.

The creative impulse can be killed, but it cannot be taught...What a teacher can do...in working with children, is to give the flame enough oxygen so that it can burn. As far as I'm concerned, this providing of oxygen is one of the noblest of all vocations.

Seven Rules Formulated for Teaching Arithmetic:1) Consider the situation the pupils faces.2) Consider the response you wish to connect with.3) Form the bond; do not expect it to come by miracle.4) Other things being equal, form no bond that will have to be broken.5) Other things being equal, do not form two or three bonds when one will serve.6) Other things being equal, form bonds in the way that they are required later to act.7) Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. (p. 101)

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

For rigorous teachers seized my youth,And purged its faith, and trimmed its fire,Showed me the high, white star of Truth,There bade me gaze, and there aspire.Even now their whispers pierce the gloom'What dost thou in this living tomb?

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

If our ideas and beliefs are held with an awareness of abstracting, they can be changed if found to be inadequate or erroneous. But if they are held without an awareness of abstracting-if our mental maps are believed to be the territory-they are prejudices. As teachers or parents, we cannot help passing on to the young a certain amount of misinformation and error, however hard we may try not to. But if we teach them to be habitually conscious of the process of abstraction, we give them the means by which to free themselves from whatever erroneous notions we may have inadvertently taught them.

Teach men how to fish, but also teach them how to preserve fish.

There is no greater virtue than to teach the many what you have been blessed to learn from a few.

An environment of infinite economic expansion is unsustainable in a world of finite resources.

Family and friends become oppressors the moment they teach you that loyalty is more important than what is done to people outside your social circle. What they are really saying is this: Save yourself because God is more interested in an intact family or social circle that looks righteous, rather than you being a person of integrity that has compassion for others. It is this absurdity that teaches the wrong version of God and creates the next generation of "me" centered individuals.

This is the setting out.The leaving of everything behind.Leaving the social milieu. The preconceptions.The definitions. The language. The narrowed field of vision. The expectations.No longer expecting relationships, memories, words, or letters to mean what they used to mean. To be, in a word: Open.

When I act tough they listen politely till the spasm passes. They know.

The teaching conundrum had been solved. Teaching evolves where the costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. Teaching is not favored when the pupil can easily acquire the information on their own or through copying others. Nor is it favored when imparting traits that are difficult to learn, as teachers generally do not possess the information to pass on to their relatives. These restrictions typically lead to few circumstances under which teaching would be efficacious. Models that allow for cumulative cultural knowledge gain, however, suggest that teaching evolved in humans despite, rather than because of, our strong imitative capabilities, and primarily because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. The analyses suggest that human teaching and cumulative culture evolved together, through mutual reinforcement.

I have heard the predictable slew of insults, threats, epithets, and curses. Underneath all these, I hear their fear. They don’t want to hurt me, though I may serve as a stand-in for a man who they do want to hurt. They want to scare me because fear is the only way they have learned to feel powerful.

Our professional competence and pride should rest not alone in our possession of knowledge but as well in our ability to communicate it. Of course we shall carry on our research, and of course we shall applaud the colleague who 'produces,' but we shan't be happy if he offers that as a substitute for inspiring young people with a desire for knowledge, a sense of taste, and a regard for virtue.

The problem of teaching, therefore, is getting not the facts but the context from my brain to yours.

The teacher should be like the conductor in the orchestra, not the trainer in the circus.

If we are teaching children how to lie,to steal, and to be aggressive, why do schools punish those who lie and steal? and why does the society punish the offender criminal?

The teaching of Jesus Christ has as its central theme unfoldment towards a realization of immortality.

They will need you to put the right books in their hands, book in which they can lose themselves and books in which they can find themselves.

The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves.

Negativity is a natural part of your perfect self.

What you do teaches faster, and has a lasting impression, far beyond what you say.

You mean you live down here?' Matilda asked.'I do', Miss Honey replied, but she said no more.Matilda had never once stopped to think about where Miss Honey might be living. She had always regarded her purely as a teacher, a person who turned up out of nowhere and taught at school and then went away again.

We must trust that what we're doing has a purpose. We must realize that we're not here to make kids conform or perform, but that we're here to help them to develop their own unique skills and talents, not the ones we want them to have or the ones we think they should have.

The most revolutionary aspect of the Protestant teaching however, is the fact that the Protestants began to look for ways and means to serve God better through inventions, discoveries, researches, sciences, factories, industries, etc.

The best kind of happiness is a habit you're passionate about.

As Lenin put it, "Through the schools we will transform the old world... the final victory will belong to the schools... the final sketch plan of the socialist society will belong to the schools." So the Frankfurt School targeted and took control of the teachers' colleges in order to control what was being taught to children....young teachers are forced to go through possibly the most rigorous courses of indoctrination available in any universities.

There is apparently an easy test to distinguish good schoolteachers from poor ones; ask them what they teach. Poor ones reply, 'I teach French,' or 'I teach physics' or whatever their subject is. Good ones say, 'I teach children.' The teacher here would have fallen into the second group: he taught knowledge to people. Or better, he imparted knowledge, meaning he passed over so that the people who learned from him knew the lessons for themselves.

It is better to enlighten men’s minds than to teach them to be obstinate in their prejudices.

Teaching remains a heroic act to me, and teachers live a necessary and all-important life. We are killing their spirit with unnecessary pressure and expectation that seem forced and destructive to me. Long ago I was one of them. I still regret I was forced to leave them. My entire body of work is because of men and women like them.

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school?"If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

Are you free or were you sold a facsimile of freedom?

I'm not a teacher: only a fellow traveler of whom you asked the way. I pointed ahead - ahead of myself as well as you.

Ask yourself: 'Do I feel the need to laminate?' Then teaching is for you.

Given the consumer-pleasing politics of today's universities, I have, in effect, seventy new bosses each semester; they're sitting at the desk in front of me.

Good teaching gains its authority from having consistent and repeated support from multiple scriptural sources, and it builds a firm base for our unity and our confidence in Christ.

Writing can be taught or learned in the vacuum. We must say to students in every area of knowledge: "This is a how other people have written about this subject. Read it; study it; think about it. You can do it too.

Let your teaching reveal the nature of the kingdom of God

A kid is what you feed it,plus from that what can be gathered.

We shall always meet teachers but we shall seldom meet good teachers. We shall seldom meet a good teacher who is good enough to direct the body, mind and soul towards the path of true purposefulness. We shall hardly meet good teachers who are good enough to leave indelible and distinctive footprints in our minds; good teachers whose words, thoughts, actions and wonderful deeds would continue to reecho themselves in our minds and become the yardstick, guiding principles and reasons for the steps we take each moment of time. We shall always meet teachers but, we shall seldom and hardly meet great teachers!

Time teaches all things to him who lives forever but I have not the luxury of eternity.

Some kind of philosophy undergirds every movie, commercial, lecture, or book. Everything we take into our minds is trying to teach us something about how we should think the world is. (Life Hacks, p.83)

The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.

Real education changes you on the inside.

For students of every ability and background, it is the simply miraculous act of reading a good book that turns them into readers. The job of adults who care about reading is to move heaven and earth to put that book into a child's hands.

Making mathematics accessible to the educated layman, while keeping high scientific standards, has always been considered a treacherous navigation between the Scylla of professional contempt and the Charybdis of public misunderstanding.

I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.

Allow sunshine and light into your rooms and life!

It's better to teach people than to scare them, Lauren. If you scare them and nothing happens, they lose their fear, and you lose some of your authority with them. It's harder to scare them a second time, harder to teach them, harder to win back their trust. Best to begin by teaching.

Love is a funny word. We use it so much that we seem to forget its meaning. We say we love objects, seasons, times of day, movies, TV shows, and everything. And we use this same word to describe people. We say we love our parents, our friends, our family. It's one of the most used words in the English language, but it remains special. Love is different like that. You can use it to talk about anything, but when you find that one person that you know you want to spend the rest of your life with, love is completely new. And saying, "I love you" becomes the best sound you could ever say or hear. Love grows and changes with us, it is just as alive as those who use it. So love as much as you want! Because love will always find a way to be new.

...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)

Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.

All identification is for control and ownership.

Love exalts because it is exalted.