Best 3735 quotes in «teaching quotes» category

In Acts 14:1, we are told, "At Iconium Paul and Barnabas went as usual into the Jewish synagogue. There they spoke so effectively that a great number of Jews and Gentiles believed." This is what should be sought in Christian schools, not just teaching, but effective teaching. Christian content alone is insufficient. It must be presented in a certain way, and that way cannot be reduced to technique. Nevertheless, God has graciously made it possible to bring people the truth by how the truth is presented.

In a Glasser Quality School there is no such thing as a closed book test. Students are told to get out their notes and open their books. There is no such thing as being forbidden to ask the teacher or another student for help.

In addition, the teaching of theories from axioms, or some close imitation of them such as the basic laws of an algebra, is usually an educational disaster.

In all teaching there must be a fusion of authority as an adult providing a stable framework for the children in one's care, and humility as another human being ready to educate an equal who may turn out to be a superior.

In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.

In almost every area of human endeavor, the practice improves over time. That hasn't been the case for teaching.

In any case, A New Kind of Science is a wonderful book, and I'm still absorbing its teachings.

In any case, his religious teaching consisted mostly in more or less vague ethical remarks, an obscure mixture of ideals of English gentlemanliness and his favorite notions of personal hygiene. Everybody knew that his class was liable to degenerate into a demonstration of some practical points about rowing, with Buggy sitting on the table and showing us how to pull an oar.

In a single moment we can understand we are not just facing a knee pain, or our discouragement and our wishing the sitting would end, but that right in the moment of seeing that knee pain, we're able to explore the teachings of the Buddha. What does it mean to have a painful experience? What does it mean to hate it, and to fear it?

In Buddhist teaching, ignorance is considered the fundamental cause of violence - ignorance... about the separation of self and other... about the consequences of our actions.

In both the Holy Land of the New Testament and the promised land of the Book of Mormon, [our Savior] spent considerable time teaching and instructing and training His councils and council leaders, and then He sent them forth to share what they had learned with others.

Incidentally, the creationists that I've encountered diligently deny that our Earth's climate is being altered by people. This point of view and teaching is in absolutely no one's best interest. Here's hoping we can work together and preserve the Earth, for us - us humans.

In distinguishing between Islamic teachings and social taboos, we must remember that Islam forbids injustice; Injustice against people, against nations, against women. It shuns race, color, and gender as a basis of distinction amongst fellowmen. It enshrines piety as the sole criteria for judging humankind.

In education, I'm going to try to find what works. One thing I want to do is improve the quality of teachers. There are a lot of people who want to go into teaching; it's fundamentally a very fulfilling profession. But people don't feel they have financial support. We pay starting teachers in particular too little to attract the quality people that we need. I want to make it easier for good people who want to go into teaching to do that.

I never did very well in math - I could never seem to persuade the teacher that I hadn't meant my answers literally.

I never taught language for the purpose of teaching it; but invariably used language as a medium for the communication of thought; thus the learning of language was coincident with the acquisition of knowledge.

I never really thought comedy was a career option, just something I did for fun. Suddenly I realised I was getting paid which was a bonus. I studied for a diploma with the London College of Music, and teaching was something I thought I might do but comedy intervened.

I never took any kind of vocal lessons or teachings of how to - I never even took piano lessons. And a voice just came to me and said, go play the piano in the church.

I never thought that someone would be teaching one of my fanzines. I never thought I'd be off to lecture at a college. It's still shocking to me.

In every religion, there are those who would drape themselves in the mantle of belief and faith only to distort it's most sacred teachings - preaching intolerance and resorting to violence.

In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.

In fact nothing is said that has not been said before.

In fact, the very phrase "teaching creative writing" sounds to me oxymoronic. How can you teach someone to be creative?

Infallible denotes the quality of never deceiving or misleading and so means wholly trustworthy and reliable; inerrant means wholly true. Scripture is termed infallible and inerrant to express the conviction that all its teaching is the utterance of God who cannot lie, whose word, once spoken, abides for ever, and that therefore it may be trusted implicitly.

In general, teaching writing makes me a far better reader because there's so many ways to write a good sentence or a good story, and as a teacher I'm obliged to consider them all, rather than staying in the safety of my own tendencies.

Ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least.

In government institutions and in teaching, you need to inspire confidence. To achieve credibility, you have to very clearly explain what you are doing and why. The same principles apply to businesses.

In morals, theosophy builds its teachings on the unity, seeing in each form the expression of a common life, and therefore the fact that what injures one injures all. To do evil i.e., to throw poison into the life-blood of humanity, is a crime against the unity.

In general I like a guy who is athletic, somebody who can teach me something. Whether it's teaching me a new way to cut on a wave or teach me a three-point conversion or teach me how to dribble a soccer ball. There's something really cool about that.

In God, the characteristics of men and women that we admire in men and women are combined. That's been a traditional Catholic teaching that God is the combination of opposites.

In keeping with original Mormon teachings, much of the property in Hildale and Colorado City is held in trust for the church. Striving to be as self-sufficient as possible, the community grows a wide variety of fruits and vegetables, and everyone, including children, is expected to help bring in the yield.

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

In mid-career, I was at one and the same time the rabbi of a major congregation, writing books, and teaching at Columbia. I didn't spend enough time with my children. Now, when I get an all-important call, I sometimes say that I'm having lunch with my granddaughter. And I do not apologize

In my opinion the teaching of volleyball technique, ..., must always be correlated with tactical tasks.

In my experience when critics raise these objections, they invariably violate one of seventeen principles for interpreting the Scriptures....For example, assuming the unexplained is unexplainable....failing to understand the context of the passage....assuming a partial report is a false report...neglecting to interpret difficult passages in light of clear ones; basing a teaching on an obscure passage; forgetting that the Bible uses nontechnical, everyday language; failing to remember the Bible uses different literary devices.

In my own research, teaching and consulting experience I have to combine lessons from the field in a relatively inductive and open fashion with theoretical frameworks and conceptual arguments. The skills to deal with theory and conceptualization are a direct result of my formal education - reading, learning and conversations with other PhD students.

In my teaching and consulting practice, I encourage people to learn to experiment with confidence and to see themselves as scientists in the laboratory of their lives, continually trying new ways to pursue what matters most to them and to the people who depend on them. Smart, small wins are crucial to this approach, as is devoting time and attention to reflecting on what works and what doesn't.

In my teaching, I enjoyed creating models to clearly communicate my thoughts.

In my view, all students should be given an initial opportunity to pursue the science track as far as it goes. But for those who quickly decide that track isn't for them, a different style of teaching is in order.

I no more thought of style or literary excellence than the mother who rushes into the street and cries for help to save her children from a burning house, thinks of the teachings of the rhetorician or the elocutionist.

In New Haven, Conn., when I was growing up, there were two sorts of Irish. There were the "drugstore cowboy" micks, who hung around the Elm Street poolroom over Longley's Lunch. And there were the earnest young Irishmen who fought their way up from the Grand Avenue saloonkeeper backgrounds of their fathers, went through Yale Law School, and have now found high place by the preferment of local politics or in the teaching profession.

I no longer think that learning how to manage people, especially subordinates, is the most important for executives to learn. I am teaching above all else, how to manage oneself.

In our secular society, school has become the replacement for church, and like church it requires that its teachings must be taken on faith.

In other words, if a teacher only teaches in one way, then they conclude that the kids who can't learn well that way don't have the ability, when, in fact, it may be that the way the teacher's teaching is not a particularly good match to the way those kids learn.

In our western civilization we have the glorious example, the great standard of perfection and the teachings of the Christ to guide us. He acts for us as Mediator between our personality and our Soul.

In passing, I firmly believe that research should be offset by a certain amount of teaching, if only as a change from the agony of research. The trouble, however, I freely admit, is that in practice you get either no teaching, or else far too much.

In parenting and teaching, let this be our aim: Not to make every idea safe for children, but every child safe for ideas.

In questions of this sort there are two things to be observed. First, that the truth of the Scriptures be inviolably maintained. Secondly, since Scripture doth admit of diverse interpretations, that no one cling to any particular exposition with such pertinacity that, if what he supposed to be the teaching of Scripture should afterward turn out to be clearly false, he should nevertheless still presume to put it forward, lest thereby the sacred Scriptures should be exposed to the derision of unbelievers and the way of salvation should be closed to them.

In recent years I have become more interested in making the critical ideas that I love teaching and talking about available in more forms, because many people prefer to engage with ideas in films, infographics, comics and other forms that are not traditional books or articles.

In retirement, only money and symptoms are consequential.