Best 3735 quotes in «teaching quotes» category

If you want to achieve widespread impact and lasting value, be bold.

If you want to be useful, you can always start now. It will be a humble prototype of your grand vision, but you’ll be in the game. Start by teaching someone this week. Starting small puts 100% of your energy into solving real problems for real people.

If you want to change people by talking about God, then there is only one way: instead of teaching God, you must live God. Because: "teaching" God is unthinkable in any other way than the way you would teach love or poetry. You teach love only through love, poetry only through writing poetry, faith in God only through a contagious way of trusting.

If you want to remain totally free, then don't choose. That's where the teaching of choiceless awareness comes in. Why the insistence of the great masters just to be aware and not to choose? Because the moment you choose, you have lost your total freedom, you are left with only a part. But if you remain choiceless, your freedom remains total. So there is only one thing which is totally free and that is choiceless awareness. Everything else is limited.

If you want to study writing, read Dickens. That's how to study writing, or Faulkner, or D.H. Lawrence, or John Keats. They can teach you everything you need to know about writing.

If you want to, you can share my teaching refrain: I can't want you to succeed more than you do.

If you want to understand suffering you must look into the situation at hand. The teachings say that wherever a problem arises it must be settled right there. Where suffering lies is right where non-suffering will arise, it ceases at the place where it arises. If suffering arises you must contemplate right there, you don't have to run away. You should settle the issue right there. One who runs away from suffering out of fear is the most foolish person of all. He will simply increases his stupidity endlessly.

If you were really interested in being creative in teaching, it was possible to try new methods and that was really what we did in Goldsmiths - we used the freedom of the time.

If you want to zoom down the expert slope tomorrow, you have to fall down the bunny slope today.

If you would be a better teacher, teach by the spirit. That is the thing that gives strength and power, meaning and life, to our otherwise weak efforts... remember, you cannot give away that which you do not possess. Study the life of the master. You do not have to have a college degree to be an efficient teacher. But you do have to become acquainted with the life and teachings of the master to be an effective teacher in the church.

I gave one permaculture course in Botswana, and now my students are out in the bloody desert in Namibia teaching Bushmen - whose language nobody can speak - to be very good permaculture people.

I get off on the interaction with people, and I love the chess of a movie and particularly - not only in preproduction or in production or postproduction - the behavioral chess. That is, learning and being humbled by and also teaching certain people certain things. I love that. As a producer, you have an opportunity to see the whole and bring people together.

I give thank for God for my roots in the Word of Faith teachings. It is truly on the shoulders of great men of God like Brother Kenneth E. Hagin that we are able to see further into the Word of God today. Growing up, I learned a lot about faith from Brother Hagin who truly had a special revelation of faith from the Lord. I deeply honor and respect him for all that he has taught me.

I go to a church here in New Jersey that is just a very exciting place, and I just love to be there on Sunday morning - I just sit there in a pew with my wife, that's all I do, but I'm very much a part of that congregation. We've got a fantastic rector,she brings in people from places like the United Theological Seminary in New Brighton, Minnesota, where you've got good teaching, and our people are being introduced to great material and they really respond. They're able to believe without crossing their fingers. And I think that's a real step forward.

I got so tired of hearing those proverbs when I was a child. Now I use them all the time. Sometimes they are the best way to say what needs to be said. I teach them to my students. I have a collection of proverbs for class discussion and writing assignments.

I got used to being a writer. To compare it to teaching - I taught for twenty-five years; for the first two or three years it was heady. I was discovering that I could do something and do it well. Be useful to people. It was exhilarating, sort of like the first two weeks of being in love with somebody, and then it becomes like the third bite of pizza. The first bite is wonderful. The second bite is not disappointing. The third? Meh. You get used to it.

I grew up in England at a time when England was winning Nobel Prizes right and left. I mean it was amazing how many Nobel Prizes England was winning in chemistry and physics and biology and all the sciences and at that time the teaching of science in the schools was really lousy.

I guess I've done a lot of different kinds of performing at various times - opera singing, poetry reading, not least high school teaching - and I do enjoy it, at least sometimes. But I find it incredibly anxiety-producing and exhausting. Privacy is more congenial, and I go a little crazy if I can't spend a big chunk of every day, or almost every day, alone. Certainly I have to be alone to write.

I guess what attracted me about the philosophy aspect was that it was realistic. It didn't go off into the realm of imagination land, which I find a lot of religious teachings, actually almost every religious teaching does. I keep meaning to write this up as a blog post, but lately, while driving in my car I've been listening to a religious station that comes on out of Cleveland from the Moody Bible Institute.

I had a doctorate in biological anthropology. I got a post-doc at CWRU dental school in 1983 teaching gross anatomy.

I had a wonderful teacher about animal behavior.

I had a real yearning to make use of the opportunities I had at school. When I heard about the gap year of teaching English at a Tibetan monastery, I knew I had to do something about it really quickly, otherwise it was going to get allocated.

I had been teaching myself photography.

I had let my digust with teaching ruin my love of literature.

I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.

I had professional stunt racers teaching me how to drive

I had the vision of creating my own camp to make sure I was teaching the campers what I wanted. Plus I picked other players that were good on the field and off so we could be great role models for these girls to look up to. I hope to inspire others and encourage them to go after their dreams.

I had wanted for so many years to feel that writing really was at the center of my life, not something I did in my spare time. So the writing and teaching feel in some way to be one thing - the personal engagement and the social engagement good partners.

I hated teaching composition. I was playing music I didn't particularly want to play, being on committees I didn't want to be on.

I hate to see complacency prevail in our lives when it's so directly contrary to the teaching of Christ.

I hate thinking about it, teaching about it, and writing about it. But the plain truth is that hell is real and real people go there for eternity.

I hate two kinds of sentences you hear in workshops, the ones beginning "I really like ..." and the ones beginning "My problem with this poem is ...

I have an implicit faith ... that mankind can only be saved through non-violence, which is the central teaching of the Bible, as I have understood the Bible.

I have a completely worthless degree: a BS in Photojournalism from Boston University (BU). With this degree, I suppose I could have gotten a job teaching grade school kids how to photograph their relatives, but knowing about B&W photo processing and developing and how to shoot a picture story is good basic info that every photographer should have.

I have always wanted to teach, and coaching is teaching.

I have a broad but not an expert or scholarly background in the Jewish tradition. I've tried to learn what I can from childhood, but I am not an expert on Jewish teachings.

I have always taken as the standard of the mode of teaching and writing, not the abstract, particular, professional philosopher, but universal man, that I have regarded man as the criterion of truth, and not this or that founder of a system, and have from the first placed the highest excellence of the philosopher in this, that he abstains, both as a man and as an author, from the ostentation of philosophy, i. e., that he is a philosopher only in reality, not formally, that he is a quiet philosopher, not a loud and still less a brawling one.

I have an open mind - - I read, I study, I study your work and the work of other people with less talent. But that is not what I do in my writing and teaching. Still the love for the text we have in common.

I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn't be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.

I have a seven-level program and through even into the fifth level it can be all done from a distance. "Why not?" is how I feel about it, because energy is not confined by time or space, so why should my teaching be. I'm teaching energy and how to manage it, how to handle it, and how to heal with it.

I have a true aversion to teaching. The perennial business of a professor of mathematics is only to teach the ABC of his science; most of the few pupils who go a step further, and usually to keep the metaphor, remain in the process of gathering information, become only Halbwisser [one who has superficial knowledge of the subject], for the rarer talents do not want to have themselves educated by lecture courses, but train themselves. And with this thankless work the professor loses his precious time.

I have been given many teachings by Sarutahiko-no-O-Kami. OKami told me, 'By the work of Takehaya Susanowo no Mikoto, you will worship the Ame no Murakumo KuKamisamuhara Ryu O (Kami of Takemusu) and build an Aiki shrine and dojo.' Then I built the Aiki shrine and dojo in Iwama, Ibaragi prefecture in 1940.

I have been maturing as a teacher. New experiences bring new sensitivities and flexibility.

I have discovered the value of psychology and psychiatry, that their teachings can undo knots in us and permit life to flow again and aid us in becoming more truly human.

I have come to believe ... that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy, will be challenged afresh when it is obliged to simulate life itself.

I have enjoyed teaching most of the times that I have done it. I also like being by myself and making things and performing, so much that if I hadn't needed an income I probably wouldn't have done much teaching. Having said that, I think working with others, having to come up with art projects, and learning how to present your ideas in a clear way, to adults and/or kids is always interesting and rewarding.

I have deliberated carefully about which of the terms that are unfamiliar to many of my readers I wanted to take time to introduce and explain, and which terms I would not introduce, despite the fact that I find them useful in my other work, in teaching, or in other activist contexts.

I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities.

I have great players around me. I have a great coach talking to me all the time, constantly teaching me. I feel reborn, like I'm learning every day. When I show up, I'm happy.

I have heard that M. Guesdon is dictating lessons to his seminarians. This is contrary to the custom of the Company and a somewhat ineffective way of teaching, since the students rely on their notes and do not exercise either their judgment or their memory, In this way, their minds remain empty while they pile up papers which they will perhaps never look at again.