Best 3735 quotes in «teaching quotes» category

In our modern world, we often separate faith from practice. But the way of Jesus rejects this notion. Only living our faith offers the credibility to teach our faith. Anything less is less that the teachings of Christ.

I now know that I was in the presence of the only angels we are ever likely to make the acquaintance of: teachers blessed with the love of small people who are trying to find their place in the world.

I noticed (the ball) was multicolored. One side was green and the other was red. When we got to the gathering I held that ball up and I said, 'Before we begin, will you tell me what color this ball is?' They said, 'red.' I said, 'no, it's green.' We argued a while and I turned the ball around and said, 'tell me what you see here.' Here's what we want to do. We want you to understand until you shall have seen how it looks to me on my side, you can't convince me that you know what you're talking about, because this ball is going to be red on this side and green on that side until the day it dies. Now, if I'm willing to come around here and see how it looks to you, and if you're willing to come around here and see how it looks to me, we can reconcile that.

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.

In short, we much struggle with the meaning of learning within our discipline and how best to cultivate and recognize it. For that task, we don't need routine experts who know all the right procedures but adaptive ones who can apply fundamental principles to all the situations and students they are likely to encounter, recognizing when invention is both possible and necessary and that there is no single 'best way' to teach.

Instruct decently. Instruct discerningly. Instruct disarmingly. Instruct diplomatically.

Instruct humbly. Instruct happily. Instruct hopefully. Instruct honorably.

Instead, we try to give them affection, confidence and guidance, more or less in that order, because experience has shown us that those are their most immediate needs.

Instruct gracefully. Instruct graciously. Instruct gallantly. Instruct gladly.

Instruct efficiently. Instruct effectively. Instruct exceptionally. Instruct excellently.

Instruct brilliantly. Instruct blamelessly. Instruct benevolently. Instruct beneficially.

Instruct instinctively. Instruct intelligently. Instruct imaginatively. Instruct impressively.

Instruction is good for a child; but example is worth more.

Instruct wisely. Instruct worthily. Instruct willingly. Instruct wonderfully.

In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch.

In the marathon of life negativity is never as light-footed as a dreamer's sprint.

In the world of technology,In the world of Internet , information,teachings knowledge are spreading so fast but sad no one want to apply or follow because everyone is busy to share.

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several ‘live’ lectures and this in secondary education alone. These are high ratings!

Involve children in their own upbringing, instead of dictating to them ‘who’ and ‘what’ they should be. Be a good role model. Teach them well. Allow them to be true to who they are and encourage them to be their ‘authentic self.’” —Sepideh Irvani, PsyD

I realized I was a teacher when I felt warm during class and got up to open the door. Later on there was noise in the hallway, so I got up and shut it. Students can't open and close the door whenever they feel like it.

I started studying law, but this I could stand just for one semester. I couldn't stand more. Then I studied languages and literature for two years. After two years I passed an examination with the result I have a teaching certificate for Latin and Hungarian for the lower classes of the gymnasium, for kids from 10 to 14. I never made use of this teaching certificate. And then I came to philosophy, physics, and mathematics. In fact, I came to mathematics indirectly. I was really more interested in physics and philosophy and thought about those. It is a little shortened but not quite wrong to say: I thought I am not good enough for physics and I am too good for philosophy. Mathematics is in between.

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

Irony is that indifference is the most easily learned attitude.

Is it a weakness not being able to hate? Or is it preparation for what is inevitable, the ability only to love.

Is there any teacher better, more patient, more determined than fate?

It doesn't matter the materials but what you do and how you interact. Relationships are the most important in the art of teaching. A school can have the most beautiful "stuff" but it's the care and commitment of a teacher. What matters most is a true teacher with the real stuff inside and helping others discover that real stuff inside themselves.

I taught you everything you know. But I didn't teach you everything I know.

I teach what compels us to question our reality

I teach not by feeding the mind with data but by kindling the mind.

I think it is a duty I owe to my profession and to my sex to show that a woman has a right to the practice of her profession and cannot be condemned to abandon it merely because she marries. I cannot conceive how women's colleges, inviting and encouraging women to enter professions can be justly founded or maintained denying such a principle. [From a letter Brooks wrote to her dean, knowing that she would be told to resign if she married, she asked to keep her job. Nevertheless, she lost her teaching position at Barnard College in 1906. Dean Gill wrote that 'The dignity of women's place in the home demands that your marriage shall be a resignation.']

I thought about being a teacher for three thousand years. It wouldn’t have made my Top Ten Things to Wish For list.

I think the most important quality of a mentor is that they are open to following students where they want to go. Not always pushing their own agenda.

It is a mistake to tell students that their classroom is a democracy- it cannot and never will be. But children need to learn how to participate in a community and to prepare themselves for democratic citizenship.

I thought I would teach my students a thing or two from the text books once I got a job in school but to my surprise my students teach me things about life and myself every single day.

It is astounding what power being kind, mannered, polite and considerate has in transforming your life.

It is difficult to fill a broken vessel, and impossible to fill a leaking one.

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

İt is great honour for me to teach an intelligent person. However, it becomes waste of energy and time to teach something to a stupid fool, when under some efforts are under way you realize the stupidity of this person. For that reason, the appreciation of the teaching as a whole is determined by the social environment – this can be very honourable or meaningless job, depending on the level of intelligence of the audience to which it refers.

It is innate temperament, acting on a view of the facts necessarily incomplete, that has inspired so many different teachers.

It is easier to write a book with footnotes than the same book written so that children can understand it.

It is never cruel to want to save yourself from being swamped by fools.

It is not really a “Negro revolution” that is upsetting the country. What is upsetting the country is a sense of its own identity. If, for example, one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody’s history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad.

It is no accident that Sufis find that they can connect most constructively with people who are well integrated into the world, as well as having higher aims, and that those who adopt a sensible attitude towards society and life as generally known can usually absorb Sufi teachings very well indeed

[...] it is rare for a man who teaches to know his subject thoroughly; for if he studies it as he ought, he has in most cases no time left in which to teach it. [...]

It is so delightful to teach those one loves!

It is said, in a fire, everyone runs away from it save for the fireman who run towards it. When dealing with students, be the fireman.

I touch the future.. I Teach..!

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

I try to learn better, do better. I have no idea how I got to be the one at the front of the classroom, the one who gets to be in charge of things. Most of the time, I feel like the kid who gets to sit at the adult table for the first time at Thanksgiving. I'm not sure which fork to use. My feet can't reach the floor.

I try to remember what I have too often forgotten to my peril: as far as teaching goes, when all you are is right, what you really are is in trouble.