Best 3735 quotes in «teaching quotes» category

I am in the Master of Professional Writing program teaching Humor Writing, Literary and Dramatic.

I am interested in most mythology. Celtic or Christian no more than anything else. I will admit to a pleasure and sense of hope in what I see as the basic teachings of Christ, stripped of the nonsense that has sometimes been accumulated about them and the embarrassing misunderstanding.

I am not a "Christian author." I am an author who is a Christian. While my books reflect my faith, they are not intended as teaching tools for a Christian audience per se. My books are stories created around principles that work for everyone and they work every time.

I am not a speaker nor a preacher. I have no mission to change the world. I have no original words or teaching to give anyone. I reflect only what I've seen and heard - most ordinary, very common. I have no fascination for fresh ideas and activity. All enthusiasm for worldly endeavours and strivings have all but gone. For me, thoughts, words and deeds- the activities of life, are merely the utensils for serving out the 'prasad' of the Being-ness.

I am not conscious of working especially hard, or of 'working' at all. Writing and teaching have always been, for me, so richly rewarding that I don't think of them as work in the usual sense of the word.

I am not teaching you anything. I just help you to explore yourself.

I am now half Asian. I have learned all the ancient teachings of Buddi.

I am presently in my thirteenth year of teaching a graduate course at the University of Southern California.

I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.

I am sure that one secret of a successful teacher is that he has formulated quite clearly in his mind what the pupil has got to know in precise fashion. He will then cease from half-hearted attempts to worry his pupils with memorizing a lot of irrelevant stuff of inferior importance.

I am teaching you to live simply. To live with an idea is a very complicated living, it is cunning. To live simply, just like trees and birds.

I am the person I want to be. I got to teach and had some of the greatest times in my life learning that I had some teaching skills and doing some incredible things teaching 200 hours of computers a year to fifth graders, making them experts at certain things.

I began to hear what I was being taught about God, by the priest and my parish, and my exterior teaching did not coincide, did not match up, with my interior reality. And as they were teaching me about that God I was thinking: Who are they talking about? This was not how I experienced God. I gradually began to move away from the God of organized religion.

I began my career in communications and had the privilege of working with senior leaders in a variety of different business sectors. Eventually I decided that rather than helping them develop messages I wanted to help shape lives, that is through teaching, coaching and writing.

I began teaching in New York because I needed to stay in the United States and didn't have my immigration papers in order, so working for a university was a way of resolving the issue.

I began teaching my son how to shoot when he was two, starting with the basics of a BB rifle. My theory is that kids get into trouble because of curiosity—if you don’t satisfy it, you’re asking for big problems. If you inform them and carefully instruct them on safety when they’re young, you avoid a lot of the trouble. My son has learned to respect weapons. I’ve always told him, if you want to use a gun, come get me. There’s nothing I like better than shooting.

I believe God is doing a new thing in the world. God is always moving us to include more people in the kingdom. God has taught us that about people of color, about women, and now I think God is teaching that about gay and lesbian folk. And I am humbled and privileged that I might be playing a very small part in that grand and wonderful plan of God's.

I believe God wants you to have money to pay your bills, send your kids to college and do charity work and build orphanages. There's the teaching that we're supposed to be poor to show that we're humble. I don't buy that. I think we're supposed to be leaders. We're supposed to excel.

...I believe in a God of scandalous grace. I have pledged allegiance to a King who loved evildoers so much he died for them, teaching us that there is something worth dying for but nothing worth killing for.

I believe it is by divine design that the role of motherhood emphasizes the nurturing and teaching of the next generation.

I believe in taking care of myself and teaching other people who want to learn. I don't believe in just printing money and giving money. I'm willing to teach those who are willing to learn. If you're not willing to learn, then go vote for Obama. I'm not Republican or Democrat, so don't get me wrong.

I believe in teaching, but I don’t believe in going to school.

I believe sanity and realism can be restored to the teaching of Mathematical Statistics most easily and directly by entrusting such teaching largely to men and women who have had personal experience of research in the Natural Sciences.

I believe nothing merely because Calvin taught it, but because I have found his teaching in the Word of God.

I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.

I believe that education is the civil rights issue of our generation. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching is about so much more than education; it is a daily fight for social justice.

I believe that every human soul is teaching something to someone nearly every minute here in mortality.

I believe that one of the most damning things about our culture is the adage to never talk religion and politics. Because we don't model this discourse at the dinner table and at Thanksgiving, we don't know how to do it well and we're not teaching our children about the world and about how to discuss it.

I believe that the biblical teaching is clear. It always contests political power. It incites to "counterpower," to "positive" criticism, to an irreducible dialogue (like that between king and prophet in Israel), to antistatism, to a decentralizing of the relation, to an extreme relativizing of everything political, to an anti-ideology, to a questioning of all that claims either power or dominion (in other words, of all things political), and finally, if we may use a modern term, to a kind of "anarchism" (so long as we do not relate the term to the anarchist teaching of the nineteenth century).

I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.

I believe that the truth with a capital T is at the center of all the great religious teachings.

I came out with a book called The True Secret of Writing: Connecting Life with Language. It's a book that describes how writing is a practice and how my teaching is part of that practice. I direct the writing and create books but underneath, there's always the river of practice happening. No good, no bad. Just do it.

I can easier teach twenty what were good to be done, than be one of the twenty to follow mine own teaching.

I came to teaching late - not until my forties - which is one reason why I'm not burned out.

I certainly had qualms about writing my piece in the first place, since I knew I couldn't express my disdain for many of Rev. Falwell's teachings. But I don't regret having written about the sides of Rev. Falwell that had nothing to do with politics or religion - his grandkids, his ministry for ex-alcoholics, his penchant for practical jokes. I think it's important to recognize the humanity in everyone, even those we strongly disagree with.

I cannot teach -- if I teach as teaching should be I become so exhausted I nearly die, I seem to have no middle gear.

I can't count the men who have tried to seduce me away from my virtue by teaching me how to defend it.

I can't very well be teaching one way and living my life another way. What I do in life must be consistent with the things I say. And the same goes for you.

I celebrate teaching that enables transgressions - a movement against and beyond boundaries. It is that movement which makes education the practice of freedom.

I can use the teachings of [Charles] Darwin to promote communism.

I chose to take the oath of office with my personal copy of the Bhagavad Gita because its teachings have inspired me to be a servant-leader, dedicating my life in the service of others and to my country.

I confess myself utterly at a loss in suggesting particular reforms in our ways of teaching. No discretion that can be lodged with a school-committee, with the overseers or visitors of an academy, of a college, can at all avail to reach these difficulties and perplexities, but they solve themselves when we leave institutions and address individuals.

I constantly meet people who are doubtful, generally without due reason, about their potential capacity [as mathematicians]. The first test is whether you got anything out of geometry. To have disliked or failed to get on with other [mathematical] subjects need mean nothing; much drill and drudgery is unavoidable before they can get started, and bad teaching can make them unintelligible even to a born mathematician.

I come to writing the same way I come to teaching, which is that my goal is always to create life-long readers.

I co-taught a seminar called Small Group Processes with my professor. I learned so much from it, so much about myself, about groups, how this stuff works. I bring all that stuff to teaching now.

I could have spoken from Rhode Island where I have been staying ... But I felt that, in speaking from the house of Lincoln, of Jackson, and of Wilson, my words would better convey both the sadness I feel in the action I was compelled today to make and the firmness with which I intend to pursue this course until the orders of the federal court at Little Rock can be executed without unlawful interference." (On sending troops to enforce integration in Little Rock AR High School)

I couldn't run a tight schedule, and if you're any good at teaching, you get sucked dry because you like your students and you're trying to help them, but you don't have any time left to write yourself.

I could teach. I could wait tables. I could cook in a restaurant. Food and teaching were the two skills I had.

I decided years ago that if I'm going to keep teaching contemplation, then the last years of my life should be contemplative.

I'd been very partial to Malcolm X, particularly his self-help teachings.