Best 3735 quotes in «teaching quotes» category

We have an opportunity for everyone in the world to have access to all the world's information. This has never before been possible. Why is ubiquitous information so profound? It's a tremendous equalizer. Information is power.

We have been teaching together [with Kaz] now for more than twenty years in sesshins, in international travel programs in Japan and China, as well as intensives on Buddhism that focus on the work of Zen Master Dogen and Ryokan, as well as on many of the Mahayana sutras.

We have no proof that Socrates ever existed. We only know from witnesses to his life that he did. Like Jesus, he never wrote anything down. It doesn't matter to me whether he did or not exist because we have his teachings, his method of thinking, and his extreme intellectual and moral courage.

We have the Bible in our hands; but how little we know of its teaching! And how little are we governed by it! We go on, from week to week, year to year, with things which have no foundation whatever in its pages- yea, with things utterly opposed to its teaching; and, all the while, we boast of having the Scriptures, just like the Jews of old, who made their boast of having the oracles of God, while those very oracles condemned themselves and their ways, and left them without a single plea.

We have the Troops to Teachers program, which encourages retired military individuals to go into teaching.

We imagine a school in which students and teachers excitedly and joyfully stretch themselves to their limits in pursuit of projects built on their own visions … not one that that merely succeeds in making apathetic students satisfy minimal standards.

We in the Jewish community are comparatively lucky. All of traditions have anti-gay pieces but the Jewish tradition doesn't have as many anti-sexuality and anti-body teachings. It's a lot easier to fit affirmation of sexuality and gender.

We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.

We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction.

We learn as much by others' failings as by their teachings. Examples of imperfection is just as useful for achieving perfection as are models of competence and perfection.

We live in a society that penalizes highly creative individuals for their non-conformist autonomy. This makes the teaching of problem solving in design both discouraging and difficult. A...student (has) massive blocks against new ways of thinking, engendered by some 16 years of mis-education.

We live in a culture where information is becoming easier to access. Certain special practices have been kept very quiet and secret, and those traditions need to be respected. But there are a lot of teachings people can access that would benefit them greatly.

Well, for one thing, the culture we have does not make people feel good about themselves. We're teaching the wrong things. And you have to be strong enough to say if the culture doesn't work, don't buy it. Create your own. Most people can't do it.

Well had the boding tremblers learned to trace the day's disasters in his morning face.

Well, it was strange, because the phone rang and a teaching job turned up that sounded interesting. And I always did my own work. The Animals and a lot of Public Relations were done while I was doing commercial work.

Well, teachers have been profoundly demoralized in recent years and are often treated with contempt by politicians. There's a great deal of reckless rhetoric in Washington about the mediocrity of the teaching profession - and I don't find that to be true at all.

Well, the traveling teachers do come through every few months," said the Baron. "Yes, sir, I know, sir, and they're useless, sir. They teach facts, not understanding. It's like teaching people about forests by showing them a saw. I want a proper school, sir, to teach reading and writing, and most of all thinking, sir, so people can find what they're good at, because someone doing what they really like is always an asset to any country, and too often people never find out until it's too late.

We may be entering a new phase of history, a time when we begin to rediscover . . . the traditional teaching that power must entail restraint and responsibility, the ancient awareness that we are interdependent with all of nature and that our sense of community must take in the whole of creation.

We may have forgotten how to feel. Nobody is teaching us how to live happily ever after, as we've heard in fairy tales.

We [me and my wife] went back to St. Paul, worked for a year - again, I guess I would have to admit now, doing a rather shaky job of teaching people - but at the end of that year we returned to England and worked in the [Bernard] Leach Pottery for two and a half years.

We (Muslims) have no right, in our present misery, to boast of past glories. But we must realise that it was the negligence of the Muslims - and not any deficiency in the teachings of Islam - that caused our present decay.

We must be willing to begin with positive teaching, not with negative prohibitions, and be content to wait and to watch whilst the native Christians slowly recreate their own customs as the Spirit of Christ gradually teaches them.

We must, I believe, start teaching our children the sanity of nonviolence much earlier.

We must never allow the majority to overrule the clear teaching of the Word of God.

We must get away from this limited *I did this and I did that* and the self-centeredness, that dominates our society Today. It must be a privilege to serve members of society. Not that we want rewards or medals or honor for what we do, because it is just an honor to do it, if you cannot work for that, than you missed the boat. You don’t understand the teachings of the wisest men ever lived.

We must invest in tomorrow. And pay our teachers for teaching as we pay our coaches for coaching.

We must refine our evangelization efforts, catechesis, and social-justice teaching to ensure that our people fully understand that religious formation and principles can never be disassociated from any aspect of our daily lives, including our political choices.

We must not contradict, but instruct him that contradicts us; for a madman is not cured by another running mad also. To be able to be caught up into the world of thought -- that is being educated.

We must view young people not as empty bottles to be filled, but as candles to be lit.

We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.

We need to be acquainted with the promptings of the Holy Ghost, and we need to practice and apply gospel teachings until they become natural and automatic. These promptings become the foundation of our testimonies. Then our testimonies will keep us happy and safe in troubled times.

We need teacher educators who are hungry to learn about and implement contemporary approaches to teaching and learning in their own classrooms and who are reflective about their work with their students.

We need to bring the spiritual dimension back into yoga and encourage students to look for teachings and practices that will take them to the next level.

We need to challenge our own theology, challenge the curriculum of our Bible schools and our seminaries, and ask simple questions. Are we teaching and producing ministers who have the right message?

We need to educate our elite coaches more and have a better approach to teaching the athletes about how to be healthy rather than berate them, humiliate them, use tactics that could scar them for life.

We never completely escape the teachers of our childhood nor any of the patterns that formed us.

We need to step up our teaching so that our youth do more on their own to understand the doctrines of Christ and the reality of the Restoration, and we need to find a way to motivate them to write these things on the 'tablets of their hearts.'

Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.

We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.

Were it not for the consciousness of Christ in my life, hour by hour, I could not go on. But He is teaching me the glorious lessons of His sufficiency, and each day I am carried onward with no feeling of strain or fear of collapse.

We're good at taking care of little kids, and spend a lot of energy teaching them things like how to read. But when kids get as tall as their parents and can look them in the eyes, we tend to drop the ball - at a time they most need a loving consistent community of adults, be it parents, aunts, uncles, or others.

Were not teaching our students the importance of relationships with other people: how you work with them, what the relational pathology consists of, how you examine your own conscience, how you examine the inner world, how you examine your dreams.

We're teaching our children how to live. We need to start teaching them how to die.

We're teaching a generation of students who've been schooled to produce quick, right answers on demand. They are not comfortable with ambiguity. The implications of that in the long term are discomforting.

We're teaching our kids that attributes as vague and relatively meaningless as a toothy smile or a fine head of hair make a fine statement about a person.

We should not run away from religious teachings. We should run to them.

We should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit.

We shouldn't teach great books; we should teach a love of reading.

We spend a lot of time teaching leaders what to do. We don't spend enough time teaching leaders what to stop. Half the leaders I have met don't need to learn what to do. They need to learn what to stop

We spend a lot of time and effort trying to figure out who's going to be a good NFL quarterback, and we do a very bad job of it. We don't really know. And we also spend a lot of time trying to figure out who will be a good teacher, and we're really bad at that too. We don't know if someone is going to be a good teacher when they start teaching. So what should we do in those situations in which predictions are useless?