Best 3735 quotes in «teaching quotes» category

Unleash the potential that is in another and you unleash the potential that is in you.

​Until your inner teacher wakes up, all worldly teachings are worthless.

Walter Mignolo terms and articulates _critical cosmopolitanism, juxtaposing it with globalization, which is a process of "the homogeneity of the planet from above––economically, politically and culturally." Although _globalization from below_ is to counter _globalization from above_ from the experience and perspective of those who suffer from the consequences of _globalization from above_, cosmopolitanism differs, according to Mignolo, form these two types of globalization. Mignolo defines globalization as 'a set of designs to manage the world,' and cosmopolitanism as 'a set of projects toward planetary conviviality

watch out for schools that promise your kids will "experience success." I'm teaching Plato's Dialogues these days, and I noticed that Socrates never let his students experience success. Socrates won the argument every time.

We all make mistakes, but one of our biggest mistakes is continually revisiting the past.

We are all each other's teachers.

We are all just humble students of the world.

We are both a student and a teacher from birth. How eagerly we embrace these roles determines how fulfilled we are with our lives.

We are eager to teach our children to go in the way they should go (Proverbs 22:6) but sometimes so much unwilling to go that way first.

We are explorers. We are at present, as far as we know, the only explorers of the universe. For a long time we thought that ours was the only planet that could support life. Then we found others that could – a few. For still longer we thought we were unique – the only intelligent form of life – a single, freakish pinpoint of reason in a vast, adventitious cosmos – utterly lonely in the horrid wastes of space.… Again we discovered we were mistaken… But intelligent life is rare… very rare indeed… the rarest thing in creation… But the most precious… For intelligent life is the only thing that gives meaning to the universe. It is a holy thing, to be fostered and treasured. Without it nothing begins, nothing ends, there can be nothing through all eternity but the mindless babblings of chaos… Therefore, the nurture of all intelligent forms is a sacred duty. Even the merest spark of reason must be fanned in the hope of a flame. Frustrated intelligence must have its bonds broken. Narrow-channelled intelligence must be given the power to widen out. High intelligence must be learned from. That is why I have stayed here.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

We are never taught more deeply and more truthfully than by pain.

...we are partisan in favor of our own children and grandchildren, who we hope can live in a world that doesn't poison them when they drink the water, breathe the air, or make a living.

We are 'tribals,' Yadeen and me from the Thak heartland, and Hulak, from the grass country north of Jindazhen," she told him. "We use the magic taught by our tribes and academic magic. Book magic. The masters who sneer are too blind to realize the gods and the immortals use no books. They think tribal magic is on the same level as hedge-witchery. They will mock you and do their best to shut you out of their oh-so-learned circles if you admit to taking other magics seriously. Lindhall is all right, and your other teachers. But be careful around the likes of Chioké and Girisunika. If you want to move up in Carthak, you stay clean of the stain of tribal magic.

We cannot hold a torch to light another's path without brightening our own.

We don't teach flowers to bloom; we ensure they have the best conditions in which to do so.

We do not actually know other nations; we only know our judgements.

We find that in the absence of demonstrable truth, the best we can do is to exercise the greatest diligence, humility, insight, intelligence, and industry in trying to arrive at the nearest values to truth. I hope, of course, to argue convincingly that having done this, we have an inescapable duty to seek to inculcate others with these values.

We have to teach the young that no one is out to do them any favours, even NGOs are formed for some motives, either to steal or to promote a particular person's image or that of an organisation etc. If you must get anything out of anyone, you must come with a bargaining chip.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It’s a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

We may take as our guide, here, John Dewey's observation that the content of a lesson is the least important thing about learning. As he wrote in Experience and Education, "Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only what he is studying at the time. Collateral learning in the way of formation of enduring attitudes may be and often is more important than the spelling lesson, or the lesson in geography or history. For these attitudes are fundamentally what count in the future." In other words, the most important thing one learns is always something about *how* one learns. As Dewey wrote in another place, "We learn what we do.

Weigh every word that you tell your children, and consider consequence of every action. Children take every word and action seriously. When they think of their childhood, let them remember one kind word, one loving pat and a smile that gave them a million hopes.

We must trust that what we're doing has a purpose. We must realize that we're not here to make kids conform or perform, but that we're here to help them to develop their own unique skills and talents, not the ones we want them to have or the ones we think they should have.

We must teach our girls that if they speak their mind, they can create the world they want to see. (145)

We need people who push boundaries rather than retreat inside them.

We shall always meet teachers but we shall seldom meet good teachers. We shall seldom meet a good teacher who is good enough to direct the body, mind and soul towards the path of true purposefulness. We shall hardly meet good teachers who are good enough to leave indelible and distinctive footprints in our minds; good teachers whose words, thoughts, actions and wonderful deeds would continue to reecho themselves in our minds and become the yardstick, guiding principles and reasons for the steps we take each moment of time. We shall always meet teachers but, we shall seldom and hardly meet great teachers!

We seek excellence before we seek understanding, wisdom before we gain knowledge, success before we understand hardwork; for this reason we need great teachers and leaders.

...we spend a lot of time defining behavior by the negative "that was inappropriate." These commands are vague and inefficient...Telling students what to do in a way that is specific, concrete, sequential and observable refocuses us on teaching.

We spend a life time seeking Knowledge. So where does it go to when we are gone? Leave it behind with others while you still can. Someone there like has a mind like a sponge ready to soak it all in.

We teach best by how we live life; who we are instructs with absolute clarity.

We teach people in order to open up their minds and release their captive powers. But we cannot predict the result. Freedom - we free their minds from superstition. We give the people the keys of the future to act therein as they wish.

We teach what we need to learn. And we teach it until we get it.

We were supposed to be an English literature class, but Miss Nesbitt used literature to teach real life. She said she didn't have time to teach us like a regular English teacher--we were too far behind. Instead, she taught us the world through literature.

We understand why it is better to teach a starving man to fish, but a repertoire course is worse than handing a a fish to a starving man. Our students are not starving; if anything, they are drowning in a sea of information. So a survey course is more like handing a giant box of chocolates to a fat, rich man.

We understood that Genesis wasn't the first story but, rather, that the creation of Genesis was. I'd go into the classroom prepared to discuss whatever book or poem or passage was on that day's agenda, and sometimes, against all odds, those discussions were spirited and engaging, and they told me everything I needed to know about my future as a teacher: I had none. It was books I was drawn to--the smell of them, the feel of them, the way they invaded and captured me--not talking about books. I enrolled in library school and got a part-time job as a used-book store, taking orders over the phone.

We watched, and he taught us like he did every day we were with him. He showed us how to forgive.

What salt is to food, passion is to teaching.

What if you started acting like what you do for kids is more important than anything else you do.

What should you do when a bundle of student evaluations shows up in your mailbox? It had been a pretty good week till you saw that familiar package waiting for you. Honestly, after 25 years of teaching, we still pick and choose when to open that package. If there is something important pending, or even something just plain enjoyable going on, at the time the evaluations arrive, we hold off opening them. We wait for a quiet time, generally near the end of the week, and at the end of the day, to open them. This is not because we expect them to be bad, we just know that if there are two or three negative reviews, it will sting. Like a garlic taste that lingers after lunch well into the afternoon, negative teaching evaluation comments are the strongest and get replayed in our mind for a while.

What can a little town teach you? It can teach you how a little place already contains the whole features of the entire world!

What if at school you had to take an art class in which you were only taught how to pain a fence? What if you were never shown the paintings of Leonardo da Vinci and Picasso? Would that make you appreciate art? Would you want to learn more about it? I doubt it...Of course this sounds ridiculous, but this is how math is taught.

What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined! I stand for a different education: a different education where students will not just learn books but life! I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles. I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding! I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly! I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence! I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life! I stand for a different education: a different education where students will learn with inspiration even in their desperations! I stand for a different education: a different education where teachers are seen as true epitome of education! I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure! I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn! I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such! I stand for a different education: a different education where education means creativity! Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!

What we instill in our children will be the foundation upon which they build their future.

What we want for others doesn't work unless they want it for themselves.

What you reveal shows the essence of your teaching

When a person sets out to learn from others and not to teach others he becomes a true writer.

When all the teachers are gone, who will be your teacher? The student replied: “Everything! Kobun, paused, then said: “No, you".

When all good and great teachers die, ignorance will awake and teach so well, with an understandable vigor, and all students of ignorance will do all things because of ignorance, with an unthinkable joy and vigor!

When children are taught to be "good" and keep everyone happy, it teaches them that they have the impossible burden of being responsible for other people's happiness.

When children like a subject, it has something to do with that teacher who taught them to use invisible binoculars in order to look at concepts that are a long way away.