Best 3735 quotes in «teaching quotes» category

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

I loathe it when they [English teachers] are bullied by no-nothing parents or cowardly school boards.

I looked out again at the rising moon and I let the weight of my day, my week, lift away with the rushing wind as I was blown into the depths of myself.

I meet them in this stadium, strangers at opposing desks until I wave my red flag.

I'm more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.

I'm not as interested in dispensing knowledge on how to make a living ass I am in helping young people learn how to make a life...

Immediate gratification is a dream killer.

I’m not sure I ever met an American teacher in Korea that hadn’t volunteered at an orphanage at least once—even our resident idiot could be surprisingly decent on occasion—but I’ve also visited foreign countries where children are taught hatred. I’ve seen it up close and personal. It’s antithetical to everything I believe in as a teacher. The mandate for all teachers is to instill hope, not fear and hatred.

I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about.

In a 1968 study of daily life in classrooms, Philip W. Jackson wrote that students spend as much as 50 percent of their time waiting for something to happen. They wait for teachers to pass out papers. They wait for slower students to get their questions answered. They wait for the lunch bell to ring. Alas, forty-five years after Jackson published his book, millions of American students are still waiting. They’re waiting for all of the old reasons, and one relatively new one: they’re waiting for our education system to catch up with their lives.

In a classroom, when it’s silent, they’re thinking. You’ve got to give them time to think.

In an age of sophistic over-complexity, simplicity can be useful.

In a world of sleepwalkers an awakened mind is a teacher and a catalyst for new awakenings, whether they want to be or not.

Indira was surrounded by people who had given up hope, who blamed their own misery on the influence of Christianity and western cultures, and yet, literally in the midst of squalor, her family had created a place of real beauty. It really makes you stop and think. Uncle Google should be spitting out eight hundred million things American schools have done right. The fact things are so screwed up makes no sense. If you believe Uncle Google, then we’ve done the exact opposite from Indira’s family—in the land of hope and plenty we’ve created a place that’s ugly. We have so much. Can things really be so bad? Maybe we can’t fix our schools because as individuals we’ve never truly been broken. Or maybe Chinese lanterns make everyone wax philosophical.

I need to be alone. After a full day of talking, smiling, listening, showing, nodding, translating, I want to be alone. I want simply to come home, close the door, and sit in silence, gathering up the bits of myself that have come loose. I want to think, or not think. I want to rest.

In old days, instead of asking a teacher, people looked at the dictionary to know the complete definition of teacher. Now Google becomes our teacher and to know about Google, people Google it.

I never thought I'd be a teacher , but when I started doing it, I fell in love with it.

In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.

In life, there is no lesson greater than patience; and so, there is no teacher greater than a fool.

. . in Old Karate, you learned you Art through pain. You learned quickly that your techniques had to be fast or powerful or both. If you did not embrace pain and it's lessons adequately, you simply did not survive

I now know that I was in the presence of the only angels we are ever likely to make the acquaintance of: teachers blessed with the love of small people who are trying to find their place in the world.

I noticed (the ball) was multicolored. One side was green and the other was red. When we got to the gathering I held that ball up and I said, 'Before we begin, will you tell me what color this ball is?' They said, 'red.' I said, 'no, it's green.' We argued a while and I turned the ball around and said, 'tell me what you see here.' Here's what we want to do. We want you to understand until you shall have seen how it looks to me on my side, you can't convince me that you know what you're talking about, because this ball is going to be red on this side and green on that side until the day it dies. Now, if I'm willing to come around here and see how it looks to you, and if you're willing to come around here and see how it looks to me, we can reconcile that.

In our modern world, we often separate faith from practice. But the way of Jesus rejects this notion. Only living our faith offers the credibility to teach our faith. Anything less is less that the teachings of Christ.

I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.

In short, we much struggle with the meaning of learning within our discipline and how best to cultivate and recognize it. For that task, we don't need routine experts who know all the right procedures but adaptive ones who can apply fundamental principles to all the situations and students they are likely to encounter, recognizing when invention is both possible and necessary and that there is no single 'best way' to teach.

Instruct humbly. Instruct happily. Instruct hopefully. Instruct honorably.

Instead, we try to give them affection, confidence and guidance, more or less in that order, because experience has shown us that those are their most immediate needs.

Instruct gracefully. Instruct graciously. Instruct gallantly. Instruct gladly.

Instruct decently. Instruct discerningly. Instruct disarmingly. Instruct diplomatically.

Instruct efficiently. Instruct effectively. Instruct exceptionally. Instruct excellently.

Instruct brilliantly. Instruct blamelessly. Instruct benevolently. Instruct beneficially.

Instruct instinctively. Instruct intelligently. Instruct imaginatively. Instruct impressively.

Instruction is good for a child; but example is worth more.

Instruct wisely. Instruct worthily. Instruct willingly. Instruct wonderfully.

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

I realized I was a teacher when I felt warm during class and got up to open the door. Later on there was noise in the hallway, so I got up and shut it. Students can't open and close the door whenever they feel like it.

In the marathon of life negativity is never as light-footed as a dreamer's sprint.

In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch.

Involve children in their own upbringing, instead of dictating to them ‘who’ and ‘what’ they should be. Be a good role model. Teach them well. Allow them to be true to who they are and encourage them to be their ‘authentic self.’” —Sepideh Irvani, PsyD

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several ‘live’ lectures and this in secondary education alone. These are high ratings!

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

Irony is that indifference is the most easily learned attitude.

In the world of technology,In the world of Internet , information,teachings knowledge are spreading so fast but sad no one want to apply or follow because everyone is busy to share.

I started studying law, but this I could stand just for one semester. I couldn't stand more. Then I studied languages and literature for two years. After two years I passed an examination with the result I have a teaching certificate for Latin and Hungarian for the lower classes of the gymnasium, for kids from 10 to 14. I never made use of this teaching certificate. And then I came to philosophy, physics, and mathematics. In fact, I came to mathematics indirectly. I was really more interested in physics and philosophy and thought about those. It is a little shortened but not quite wrong to say: I thought I am not good enough for physics and I am too good for philosophy. Mathematics is in between.

Is it a weakness not being able to hate? Or is it preparation for what is inevitable, the ability only to love.

Is there any teacher better, more patient, more determined than fate?

I taught you everything you know. But I didn't teach you everything I know.

It doesn't matter the materials but what you do and how you interact. Relationships are the most important in the art of teaching. A school can have the most beautiful "stuff" but it's the care and commitment of a teacher. What matters most is a true teacher with the real stuff inside and helping others discover that real stuff inside themselves.

I teach not by feeding the mind with data but by kindling the mind.

I teach what compels us to question our reality