Best 3735 quotes in «teaching quotes» category

Now that I’ve reached the ripe old age of retirement, I feel it my duty to teach you everything I’ve learnt about love, so listen closely. Love is like… That’s as far as I’ve gotten I’m afraid.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

Offering care means being a companion, not a superior. It doesn’t matter whether the person we are caring for is experiencing cancer, the flu, dementia, or grief. If you are a doctor or surgeon, your expertise and knowledge comes from a superior position. But when our role is to be providers of care, we should be there as equals.

Oh God, forgive me for the hateful thoughts, because I love them, these brutal, disarming bastards, I love them …

One cannot always know what children are thinking. Children are hard to understand, especially when careful training has a custom them to obedience and experience has made them cautious in conversation with their teachers.

One cannot always know what children are thinking. Children are hard to understand, especially when careful training has accustomed them to obedience, and experience has made them cautious in their conversation with their teachers. Will you not draw from this the fine maxim that one should not scold children too much, but should make them trustful, so that they will not conceal their stupidities from us?

One can pass on knowledge but not wisdom. One can find wisdom, one can live it, one can be supported by it, one can work wonders with it, but one cannot speak it or teach it.

One destructive mind-set that must be altered in our society is the thought that work is a curse. Some people advocate that if you are truly blessed you don’t need to work hard. Because as they say “the race is not to the swift”, I even had statements like “a day of favour is better than a thousand years of labour”. To make things worse, this type of teachings are actually coming from our pulpits. We call ourselves Protestants, but we have totally departed from the teachings of the early Protestants. Martin Luther, John Wesley and John Calvin would turn in their graves, if they hear the kind of teachings we are now feeding the people of God with.

One must command from each what each can preform.

One of the fastest ways you can profoundly change your life is to rid yourself of toxic people.

One of the most important parts of education is learning to get along with other people.

One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher’s gaze but also – and even more importantly – from the teacher’s consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher’s careers and school’s futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding.

One positive thought will shift the entire world under your feet.

[On famous Nobel Laureate Niels Bohr] [Niels] Bohr's sort of humor, use of parables and stories, tolerance, dependence on family, feelings of indebtedness, obligation, and guilt, and his sense of responsibility for science, community, and, ultimately, humankind in general, are common traits of the Jewish intellectual. So too is a well-fortified atheism. Bohr ended with no religious belief and a dislike of all religions that claimed to base their teachings on revelations.

Only a self-learnt man can reach others.

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

Our musicians in residence carry this belief into the classroom. They don't think of children's self-esteem as so fragile that it will be shattered by the suggestion that the child guessed wrong or jumped to an invalid conclusion. They make corrections matter-of-factly, with no feeling that a chid is a failure because she has made an error, but with ocnfidence that the feedback will help the child learn and be accurate the next time.

Our professional competence and pride should rest not alone in our possession of knowledge but as well in our ability to communicate it. Of course we shall carry on our research, and of course we shall applaud the colleague who 'produces,' but we shan't be happy if he offers that as a substitute for inspiring young people with a desire for knowledge, a sense of taste, and a regard for virtue.

Our students sometimes use their creativity to do wrong things, and we therefore conclude that we must keep them from being creative. But evil cannot be blamed on creativity. (p31)

Our world needs less gurus, and more teachers. Gurus are about helping themselves become successful. Teachers are about helping others become successful.

Our young should be at ease with the fact that every mind works differently, and that there is never an issue if someone’s mind is not adapted to this or that subject, or even to this or that manner of teaching or learning. His mind, in whatever manner it needs to function, is a precious stone in humanity’s treasure, whether he realizes it or not.

Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust.

Parents should also question much of the contemporary emphasis on special materials and equipment for learning in a child's environment. A clutter of toys can be more confusing than satisfying to a child. On the other hand, natural situations, with opportunieties to explore, seldom overstimulate or trouble a small child. Furthermore, most children will find greater satisfaction and demonsstrate greater learning from things they make and do with their parents or other people than from elaborate toys or learning materials. And there is no substitute for solitude - in the sandpile, mud puddle, or play area - for a yound child to work out his own fantasies. Yet this privilege is often denied in our anxiety to institutionalize children.

part of the art of teaching is the ability to rearrange the world for students - to force them to see things in a new way. i've known too many stupid intellectuals to believe that education and wisdom come as a package deal along with facts, it's your perspective that counts - your ability to see differently, not just to see a lot.

Part of the genius of (Nick) Sabin's system was that he understood that no matter the skill set, he was inheriting vulnerable kids from various backgrounds. For those times when they made poor decisions, as they invariably did, the safety net must be strong as far and wide as possible.

Pass the parcel. That's sometimes all you can do. Take it, feel it, and pass it on. Not for me, not for you, but for someone, somewhere, one day. Pass it on, boys. That's the game I want you to learn. Pass it on.

Peace IS Prosperity.

People have been fighting and dying over religion for thousands of years. I could understand that fear. It creeps up on you a bit more when you’re alone in a foreign land. You certainly worry about it more when you walk the same streets as violent people that harbor a clear hatred of your beliefs and values. The reality is some Muslims in the world would kill me for being Christian, just as some Christians in the world would kill Maya, Gita, Farid and Ridwan for being Muslim. Nowadays news outlets and social media have reified that fear. It keeps some people focused and aware. It paralyzes others. It blinds some of us. That’s what happened to me. It’s why I felt the whole world shake. Twice.

Rewards and punishment is the lowest form of education.

Roses and thorns are parts of the same plant. Somehow though, some people are concerned mainly about the roses. The rose is not on the plant for more than a week, but the thorns are there forever. Roses are teaching that the beauty of life will bloom, once you have taught yourself the lessons given by living with the thorns.

Roses do not bloom the same time as daisies.

Save Our Planet Recycle Knowledge

Say yes to life and life will say yes to you!

School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25)

School exams are memory tests, in real-world no one is going to stop you from referring a book to solve a problem.

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

schools assume that children are not interested in learning and are not much good at it, that they will not learn unless made to, that they cannot learn unless shown how, and that the way to make them learn is to divide up the prescribed material into a sequence of tiny tasks to be mastered one at a time, each with it's approrpriate 'morsel' and 'shock.' And when this method doesn't work, the schools assume there is something wrong with the children -- something they must try to diagnose and treat.

School is the worst choice, it teach us that we can focus on a lot of stuff at first view it's like preparing to work hard as a villager use to do or somebody else with such type hard work. From other it's selfish and from last it's full of obstacles...

[S]cience has contributed a great deal to war and violence, and people well trained in science are sometimes not entirely rational and are even dogmatic. We have to find a way to teach reflectively, not just scientifically.

Serving Leaders build teaching organizations to create excellence at every level.

Serving Leaders teach others the knowledge, skills, and strategies they need to succeed.

Seven Rules Formulated for Teaching Arithmetic: 1) Consider the situation the pupils faces. 2) Consider the response you wish to connect with. 3) Form the bond; do not expect it to come by miracle. 4) Other things being equal, form no bond that will have to be broken. 5) Other things being equal, do not form two or three bonds when one will serve. 6) Other things being equal, form bonds in the way that they are required later to act. 7) Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. (p. 101)

Shabelsky: O mind of genius, you think up things for everyone and teach everyone, but why not for once teach me... Teach me, great brain, show me the way out...

She could not think what it would be to teach school twelve miles away from home, along among strangers. The less she thought of it the better, for she must go, and she must meet whatever happened as it came. "Now Mary can have everting she needs, and she can come home this next summer," she said. "Oh, Pa, do you think I - I can teach school?" "I do, Laura," said Pa. "I am sure of it.

She knew—it was her job as a teacher of history to know—how many horrors are legitimated in public daylight, against the will of most of the people.

She (my mother) could still recite them (the poems) in full when she was lying helpless and nearly blind, in her bed, an old lady. Reciting, her voice took on resonance and firmness, it rang with the old fervor, with ferocity even. She was teaching me one more, almost her last, lesson: emotions do not grow old. I knew that I would feel as she did, and I do.

She saw why teachers get very old and stay very young. For there is no closer probing of the mind--not even in psychoanalysis.

She took a deep breath. "Let me begin again." If this girl wanted to play ball in front of her department head, Christine would bring it. She closed her eyes and accessed the most expensive Philo Department vocabulary words she possessed. "Well, as human beings, when we immanentize the eschaton…

Sigue dedicándose a la enseñanza [...] porque así aprende la virtud de la humildad, porque así comprende con toda claridad cuál es su lugar en el mundo. No se le escapa la ironía, a saber, que el que va a enseñar aprende la lección más profunda, mientras que quienes van a aprender no aprenden nada.

Silence is more than observation; it informs from non-observation.