Best 3735 quotes in «teaching quotes» category

Also, I am not sure what you are teaching in your classroom, but Seb came home the other week talking about a healthy eating pyramid. I had to explain to him that pyramids are made of stone and therefore not edible, so I would appreciate your not filling his head with these fanciful notions.

A mentor is a person, an expert in a specific area of endeavour who trains, guides and observes a less experienced person to also become an expert through support, advice, and involvement in character building opportunities.

Among the many things that made the Professor an excellent teacher was the fact that he wasn't afraid to say 'we don't know.' For the Professor, there was no shame in admitting you didn't have the answer, it was a necessary step toward the truth. It was as important to teach us about the unknown or the unknowable as it was to teach us what had already been safely proven.

A nation of unhappy teachers makes for a sadder and more endangered America.

And if you do see any pirates, I don't want you to pick up any rough manners from them. Do you understand?

And so we went. And so it went. And, slowly, I began to learn: speaking in the same language does not equal communication, especially when there is a cultural divide.

And speaking of this wonderful machine: [840] I’m puzzled by the difference between Two methods of composing: A, the kind Which goes on solely in the poet’s mind, A testing of performing words, while he Is soaping a third time one leg, and B, The other kind, much more decorous, when He’s in his study writing with a pen. In method B the hand supports the thought, The abstract battle is concretely fought. The pen stops in mid-air, then swoops to bar [850] A canceled sunset or restore a star, And thus it physically guides the phrase Toward faint daylight through the inky maze. But method A is agony! The brain Is soon enclosed in a steel cap of pain. A muse in overalls directs the drill Which grinds and which no effort of the will Can interrupt, while the automaton Is taking off what he has just put on Or walking briskly to the corner store [860] To buy the paper he has read before.

And when a person goeth through fire for his teaching -- what doth that prove! It is more, verily, when out of one's own burning cometh one's own teaching!

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.

An essential part of teaching is to show how to enjoy learning.

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

An exceptional Sensei has traits such as patience and integrity. Otherwise, natural fighting ability, cruelty and aggressive behavior may be observed in most animal predators.

An HBCU that is not inherently revolutionary in 2016 is irrelevant. An African American Studies class that is not inherently revolutionary in 2016 is irrelevant.

An obstacle to the learning is to overlook the students mental level of learning by teachers. Good teachers have a power to make difference between the level of individuals rather than comparing with themselves.

An ounce of wisdom is worth more than a pound of knowledge.

Antiracist teaching is a process. It is a process without end, without a graduation and a certification as officially antiracist, which is all the better reason to work with urgency.

Any academic skill is quickly achievable if charged with clear purpose and an appeal to enthusiastic self-interest. Tarzan of the Apes only needed about twenty minutes to figure out how to read the beautiful Jane Porter’s cursive writing.

Another Mexican American in another class, approaches Victor after class, carrying his copy of Fahrenheit 451, required reading for the course. The student doesn't understand the reference to a salon. Victor explains that this is just another word for the living room. No understanding in the student's eyes. He tries Spanish: la salon. Still nothing. The student has grown up as a migrant worker. And Victor remembers the white student who had been in his class a quarter ago, who had written about not understanding racism, that there was none where he had grown up, in Wennatchee, that he has played with the children of his father's migrant workers without there being any hostility. His father's workers. Property. Property that doesn't know of living rooms. And Victor thought of what the man from Wennatchee knew, what the ROTC Mexican American knew, what the migrant worker knew. And he thought of getting up the next morning to go with Serena to St. Mary's for cheese and butter. And he knew there was something he was not doing in his composition classrooms.

Any good is good enough.

Are we allowing individuals to develop their talents with our current teaching methods? Is there more or maybe less we should be doing?

Anyone would think we were some kind of free education service,' grumbled Joyce, having disposed of the child and returned to her central eyrie. 'That's just what we are,' said Helen. Joyce shot her a look in which surprise and indignation were nicely fused.

A question asked in earnest, deserves an earnest answer.

Apprenticeship assumes that knowing a trade not only comes by numbers and outlines but also by watching and inhabiting. Knowing is found in these forms, because teaching is. We teach not only by our words and assignments but also by the manner of our words and the ways we ourselves already embody the assignments we give.

A relationship is a process. If you have nothing to learn - you have a slave to teach. 's why schools are effective.

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

As a Jew, I had no desire to challenge my childhood prejudice. But as a teacher, I could not do otherwise.

As an educator and advocate, I want to be a part of encouraging and supporting movers and shakers of our world. I do not want to be a part of suppressing them.

As a teacher, his task was not to make policy but to follow the policy made by the Department.

Äsch, det är väl bara att banka ihop några jävla brädor, sa Bjartur.

...a school's worth should be measured not by how its students perform on standardized tests but by how well they function as adult graduates of the school...

A she-wolf teaches her cubs: "Bite like I do," and that's enough. A she-rabbit teaches her offspring: "Run like I do," and that's also enough. But a man teaches his children: "Think like I do," and that's a crime.

Aside from the straightforwardly visible curriculum, there is the hidden curriculum. This exists in the wider set of beliefs and values pupils acquire because of the way that a school is run and its teaching organized. It is about the behaviour of the teachers, the textbooks chosen, the school rules.

As his father saw it, he did not want to learn what was taught. But in fact, he could not learn it. He could not, because there were demands in his soul that were more exacting for him than those imposed by his father and the pedagogue. These demands were conflicting, and he fought openly with his educators.

As long as you know 'to let' means to rent and not a place to pee, you’re all set to travel in the UK. The lifts and the boots and everything else don’t really matter.

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

As long as you are waiting for something to make you happy — happiness will never come.

A small step forward . . .every . . single . . .day. The sun is coming up and I am wondering, 'What wondrous thing shall I witness today?

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.

As Mary delivered what was to be her last lecture about the Galapagos Islands, she would be stopped mid-sentence for five seconds by a doubt which, if expressed in words, might have come out something like this: "Maybe I'm just a crazy lady who had wandered off the street and into this classroom and started explaining the mysteries of life to these people. And they believe me, although I am utterly mistaken about simply everything." She had to wonder, too, about all the supposedly great teachers of the past, who, although their brains were healthy, had turned out to be as wrong as Roy about what was really going on.

Assessment is about teachers and not about students.

A teacher who loves learning earns the right and the ability to help others learn.

As the silence returned, I sat back and felt the tension ease away; I hadn’t even known I was tense. A few moments passed and once again the cycling fan laced in with the clanging chains and mixed with the rumbling mower and the buzzing insects.

At a time when we need an urgent national conversation about how schools and curriculum should address the environmental crisis, we're being told that the problems we need to focus on are teacher incompetence, government monopoly, and market competition. The reform agenda reflects the same private interests that are moving to shrink public space-interests that have no desire to raise questions that might encourage students to think critically about the roots of the environmental crisis, or to examine society's unsustainable distribution of wealth and power.

A teacher can kindle your mind and let you memorize information, but true education is often self-education.

A student whose life is filled with woes least had and understood the hands of a good teacher that shape lives in a distinctive way

A teacher is only as effective as his ability to understand where his student is.

A third principal states that the more intense the interaction between a student and its models, the more effective the training. Intensity - the extent to which tutors arouse a response in a student - is determined from direct observations of interactants (e.g., by recording emotional responses) or from indirect measures (e.g., blood pressure or hormone levels). One implication, supported by data reviewed in Pepperberg and Neapolitan, is that, for both humans and birds, intense interaction requires one or more tutors. Of course, increasing the intensity of the interaction may not always increase learning: overly nurturant models may inhibit learning by preventing a student from experimenting on his or her own and overly aggressive models may arouse fear or counter-aggression strong enough to block processing of any input.

A tried and true way to get your children interested in books and reading is to read to them when they are young.

At the very basic level all people are creators. We are all creating at every moment.

At X-Feer, we teach how to solve problems not how to write a code because that's the most important thing in coding.