Best 3735 quotes in «teaching quotes» category

What radical constructivism may suggest to educators is this: the art of teaching has little to do with the traffic of knowledge, its fundamental purpose must be to foster the art of learning.

What she did was to open our eyes to details of country life such as teaching us names of wild flowers and getting us to draw and paint and learn poetry.

What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.

What the fundamentalists are doing is a total negation of their own faith - encouraging and lionizing suicide bombers and killing women and children, hardly in keeping with the teachings of Prophet Mohammed.

What the teacher is, is more important than what he teaches.

What thrust us into war were not Hitler's political teachings: the cause, this time, was his successful attempt to establish a new economy. The causes of the war were: envy, greed, and fear.

What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real.

What we can do as individuals may not be very much on the global scale, but we have to start the change by living as we are teaching.

What we need is a gigantic, messy community conversation about what is teaching and learning for the 21st century. We need to engage communities.

What we really want to do is what we are really meant to do. When we do what we are meant to do, money comes to us, doors open for us, we feel useful, and the work we do feels like play to us.

What wise God would consign a man to Hell for ignorance, instead of teaching him better in the afterlife?

What we should be teaching are the problems and holes and I think there are legitimate problems and holes in the theory of evolution. And what we need to do is to present those fairly from a scientific point of view. And we should lay out areas in which the evidence supports evolution and the areas in the evidence that does not.

What you do in the present—by painting, preaching, singing, sewing, praying, teaching, building hospitals, digging wells, campaigning for justice, writing poems, caring for the needy, loving your neighbor as yourself—will last into God’s future. These activities are not simply ways of making the present life a little less beastly, a little more bearable, until the day when we leave it behind altogether. They are part of what we may call building for God’s kingdom.

What you create when you're teaching fiction writing is a kind of literary salon, not a social club or a mutual admiration society, not a debating society, not a repair shop, not a fight club or a soap box. It's a place to have a conversation about a story.

When all is said and done, teaching is what I try to do for a living.

When all is said and done, the home is the ideal forum for teaching the gospel of Jesus Christ.

When a new writer defends his "style," the teacher smiles (or cringes) because real style isn't an artifice. Real style - voice - arrives on its own, as an extension of a writer's character. When style is done self-consciously and purposefully it becomes affectation, and as transparent as any affectation - an English accent on an old college chum from New Jersey, for example.

When a physician is called to a patient, he should decide on the diagnosis, then the prognosis, and then the treatment. ... Physicians must know the evolution of the disease, its duration and gravity in order to predict its course and outcome. Here statistics intervene to guide physicians, by teaching them the proportion of mortal cases, and if observation has also shown that the successful and unsuccessful cases can be recognized by certain signs, then the prognosis is more certain.

When anyone makes comments that are offensive to you, would you be willing to do the teaching?

Whenever you make a mistake or get knocked down by life, don't look back at it too long. Mistakes are life's way of teaching you. Your capacity for occasional blunders is inseparable from your capacity to reach your goals. No one wins them all, and your failures, when they happen, are just part of your growth. Shake off your blunders. How will you know your limits without an occasional failure? Never quit. Your turn will come.

When everyone has good players, teaching will be a telling difference.

Whenever you hear a politician carry on about what a mess the schools are, be aware that you are looking at the culprit.

When every event was a miracle, when there was no order or system or law, there was no occasion for studying any subject, or being interested in anything excepting a religion which took care of the soul. As man doubted the primitive conceptions about religion, and no longer accepted the literal, miraculous teachings of ancient books, he set himself to understand nature.

When I began teaching you hardly could find a university in America or a college where they would teach either Jewish studies or Holocaust studies.

When I am king they shall not have bread and shelter only, but also teachings out of books, for a full belly is little worth where the mind is starved.

When I did Inherit the Wind, I learned about teaching school. I also found out what a fundamentalist was.

When I came to the West, I realized there was much hunger for spiritual teachings, but no environment for spirituality.

When I ceased to accept the teaching of my youth, it was not so much a process of giving up beliefs, as of discovering that I had never really believed.

When I first started teaching at Berkeley in 1958, I could not announce that I was gay to anybody, though probably quite a few of my fellow teachers knew.

When I'm teaching, I tell the story of this painting for two reasons. First of all, if you want a good solid color structure, you have to have a solid development in values, dark and light. Second, if you have a good design, don't leave it if you fail to render it to its full extent the first time around. Remember it's the design that's important. Try and try till you get the thing to work. That's why The Pattern Makers is a key picture in my painting career.

When I have a difficult subject before me - when I find the road narrow, and can see no other way of teaching a well established truth except by pleasing one intelligent man and displeasing ten thousand fools - I prefer to address myself to the one man, and to take no notice whatever of the condemnation of the multitude; I prefer to extricate that intelligent man from his embarrassment and show him the cause of his perplexity, so that he may attain perfection and be at peace.

When I'm not the Tiger Mom, I'm a professor at Yale Law School, and if one thing is clear to me from years of teaching, it's that there are many ways to produce fabulous kids. I have amazing students; some of them have strict parents, others have lenient parents, and many come from family situations that defy easy description.

When I started teaching I realized that I had never had such a level of satisfaction and such a feeling of fulfillment and sense of contribution. Just like that. But, usually it's more cumulative, slow, evolutionary and less revolutionary.

When I started teaching in the late 60s, in a time of student revolutions and changes, they changed in question of society and authority.

When I started teaching, I would get miffed if a student asked me to write him or her a recommendation for law school - I'd feel like that's not what we were doing in the course. But now I see that person as someone who might be gainfully employed. I bring in a lot of people to speak to my classes, and I've gotten to the point where I've expanded the type of guests I invite to include people both inside and outside of the traditional publishing world.

When I see the need for Divine teaching and how hungry people are to hear it, I am atremble to be off and running throughout the world, preaching the word of God. I have no rest, my soul finds no other relief, than to rush about and preach.

When I speak at my local church, which I try to do 35 to 40 times a year, I try in every lesson to take the Old Testament text or New Testament text and apply them to what is happening to me or how that applies to the audience that I'm teaching in a modern, fast-changing, technological world. I use headlines, interfaith and that sort of thing.

When I say, 'I love Christ and love the teachings of Christ,' I mean that in the most simple and naive way. I'm not saying I'm right.

When it came to slaughtering sacred cows with such crude yet perfect musical precision, there was no one better than Frank. I wonder what songs he's teaching the angels right now? Good luck God! You've got your hands full this time.

When I think of the most able students I have encountered in my teaching - I mean those who have distinguished themselves not only by skill but by independence of thought - then I must confess that all have had a lively interest in epistemology.

When it comes to training I do that through teaching.

When it comes to my vocabulary, I felt a responsibility when I was teaching to raise the bar of conversation in my classroom. And with my own students, I refused to let them use the phrase "I like" or "I don't like" when we were engaged in a critique.

When I teach people, I marry them.

When I was teaching at Harvard in the 1970s, I went to Project Incorporated in Cambridge and took photography classes. I didn't even know how to aim the camera in those days.

When I was 19 I went to art school. I had six months of teaching myself to play baritone ukulele under my belt so I was sort of a novice folkie... I was singing folk songs at that time.

When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.

When I was teaching at the University of Tehran we were struggling against the implementation of the revolution rules.

When I was writing my first two books I was also freelancing and teaching and doing other odd jobs.

When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.

When I was eight years old, I got a dummy for Christmas and started teaching myself. I got books and records and sat in front of the bathroom mirror, practising. I did my first show in the third grade and just kept going; there was no reason to quit.