Best 3735 quotes in «teaching quotes» category

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 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'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 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 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 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 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 I teach people, I marry them.

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 in the 1960s in Boston, there was a great deal of hope in the air. Martin Luther King Jr. was alive, Malcolm X was alive; great, great leaders were emerging from the southern freedom movement.

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.

When I was coaching I always considered myself a teacher. Teachers tend to follow the laws of learning better than coaches who do not have any teaching background. A coach is nothing more than a teacher. I used to encourage anyone who wanted to coach to get a degree in teaching so they could apply those principles to athletics.

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 in university, my dream was to be a coach, like a high school track coach. Not to teach.

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 teaching, I gave a lot of my mind and anxiety to it. There was always something clenched and anxious in me until the classes were over.

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 went to Egypt right after 9/11 I was very upset. I used to live in Egypt. I had a lot of friends there. I spent two years teaching there. I had very fond feelings for that part of the world, and the fact that a culture I liked so much had attacked my own culture was really very upsetting to me.

When my mother took her turn to sit in a gown at her graduation, she thought she only had two career options: nursing and teaching. She raised me and my sister to believe that we could do anything, and we believed her.

When my father finally got around to teaching me to drive, he was impressed at my "natural" talent for driving, not knowing that I had already been secretly driving my mother's car around the neighborhood. When I took the test and got my license and my father gave me my own set of keys to the car one night at dinner, it was a major rite of passage for him and my mother. Their perception of me had changed and was formally acknowledged. For me the occasion meant a private sanction to do in public what I had already been doing in secret.

When media "narratives" about [Pope] Francis get set in concrete, and act as filters bending or distorting (or ignoring) aspects of his vision and his teaching that don't fit the established story line, the Church has a problem.

When our Heavenly Father placed Adam and Eve on this earth, He did so with the purpose in mind of teaching them how to regain His presence. Our Father promised a Savior to redeem them from their fallen condition.

When someone is taught the joy of learning, it becomes a life-long process that never stops, a process that creates a logical individual. That is the challenge and joy of teaching.

When teaching a rapidly changing technology, perspective is more important than content.

When some people retire, it's going to be mighty hard to be able to tell the difference.

When the doctrine of allegiance to party can utterly up-end a man's moral constitution and make a temporary fool of him besides, what excuse are you going to offer for preaching it, teaching it, extending it, perpetuating it? Shall you say, the best good of the country demands allegiance to party? Shall you also say it demands that a man kick his truth and his conscience into the gutter, and become a mouthing lunatic, besides?

When we give thanks in all things, we see hardships and adversities in the context of the purpose of life... We are meant to learn and grow through opposition, through meeting our challenges, and through teaching others to do the same... the Lord will not only consecrate our afflictions for our gain, but He will use them to bless the lives of countless others.

When they lose their sense of awe, people turn to religion. When they no longer trust themselves, they begin to depend upon authority. Therefore the Master steps back so that people won't be confused. He teaches without a teaching, so that people will have nothing to learn.

When we find ourselves unable to reason (as one often does when presented with, say, a problem in algebra) it is because our imagination is not touched. One can begin to reason only when a clear picture has been formed in the imagination. Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

When the old poets made some virtue their theme, they were not teaching but adoring.

When we have the Spirit to direct us, we are capable of teaching with great power.