Best 3735 quotes in «teaching quotes» category

I was indeed a snob, if you agree with this definition: 'A person who believes that their tastes in a particular area are superior to those of other people.' I do believe that. Not superior to all other people, but to some, most probably including those who think Transformers: Revenge of The Fallen is a great film. That is not simply ego on my part. It is a faith that after writing and teaching about films for more than 40 years, my tastes are more evolved than those of a fanboy.

I was in Venice teaching, so I reread Henry James's "The Wings of the Dove." I love James.

I was never capable of being an average pupil. I would either seem refractory to any teaching and give the impression of being completely dumb or I would fling myself on my work with a frenzy, a patience, and a willingness to learn that astonished everybody. But to awaken my zeal, it was necessary to offer me something I liked. Once my appetite had been whetted, I became ravenously hungry.

I was never really cut out to be a student, I prefer to actually work and get a project done and learn that way- but I have a huge respect for good teachers and even enjoy teaching...I am a conundrum!

I was pretty poor for a long time. Not *poor* poor. But college student poor. I lived for most of my adult life living on student wages, then after I got my MA and started teaching, I lived on teacher's wages, which isn't much better.

I was privileged to be able to study a year with Martha Graham, the last year she was teaching.

I was raised to think about philosophy and religious thought and the soul and the spirit of humankind in a different way, also really socially progressive teachings of the Baha'i faith, the equality of men and women, the elimination of racial prejudice, the equality of science and religion, so it was a big cauldron of big ideas in my household. And we were weird and unhappy family, but nonetheless that was a really positive thing that came out of it.

I was raised Catholic and didn't like the dogma and exclusivity of that teaching but I was moved by the moral teachings and by the power of the Jesus fellow.

I was raised in a small town. It was so small that our school taught driver's education and sex education in the same car.

I was raised in a working class family of Baptist faith, and I went to college on a church scholarship where early teachings were reinforced. Abortion was wrong, I was taught.

I was studying sculpture and painting and was working on a degree so I could become a teacher. I really liked teaching, and it was something I was pursuing when I got out of school.

I was teaching magic at NYU when I was 16.

I was teaching myself notes from three and then by seven I'd figured out how to play some chords, and at school I used to love writing poems and poetry, so I guess I kind of put two and two together and that formed my songwriting from an early age.

I was teaching drum lessons at a few high schools - everything from marching to classical to rock and jazz. I found that really rewarding, having to explain my thought process, having to think about stuff that I take for granted or as second nature.

I was teaching airplane mechanics when I realized it was more fun to make them laugh. I was laid off one more time and I never looked back, although it was nice to have a steady paycheck and benefits.

I was teaching in one of the universities while the country was suffering from a severe famine. People were dying of hunger, and I felt very helpless. As an economist, I had no tool in my tool box to fix that kind of situation.

I was the type of person who was the question-asker. And not just genuine questions, I would ask a question so the author would know how much I knew about them. Once I went to a Tobias Wolff reading. I knew he was teaching at Syracuse at that time. And so, I remember asking him how he liked Syracuse. People do that to me now and it's okay. There is rarely a time when I just have had enough.

I was teaching live drawing in a community college and students started zoning in on the face and spending a couple of hours on that and then putting the rest of the body on the face only in the last hour. It didn't work to just tell them, 'Well, you're really not thinking of the body as a totality.' So in desperation I would put a drape over the model's head so they couldn't see it. They had to draw the body and then at the end of the session for an hour I would take the drape off just to try to reverse their procedure.

I was trained to become an economist and I finished my work and I was teaching and did my PhD so I thought I did that. I prepared myself for that kind of road. But then I realized that I had not learned enough to solve the problem of poverty. So I distanced myself from the things that I learned and tried to learn anew about people.

I was very immersed in the world. I'm very worldly. I love world. I was immersed in my career, in school, in teaching.

I went back to graduate school because I wanted to avoid being a professional, to try to piece together a life that would let me avoid the tenure race and full-time teaching.

I went through two schools of acting but I learned more about acting from meditating and from my marshall arts teacher.

I went to a girls high school and I went to a women's college and when I first started teaching at Georgetown it had been a single sex school and so they wanted to have some women professors when they went co-ed, and so I originally was hired to start a program there, and really encourage women to go into foreign policy. I always have done that, and I really do think that things are better when women are involved.

I went to art school, but I didn't last because in those days you couldn't take comics as a course. And they weren't even teaching you to draw real things, they were really into abstracts, and I was not into abstracts, so art school and I did not work out.

I went to George Washington High School for six months before my 16th birthday, when I could legally quit. That was an even worse experience than the Catholic schools. I mean, they were still teaching fractions. But mostly, I played hooky.

I went to a white school over here in Mason, Michigan. The white man made the mistake of letting me read his history books. He made the mistake of teaching me that Patrick Henry was a patriot and George Washington - wasn't nothing non-violent about old Pat or George Washington.

I went to Catholic school for 12 years and went to church every Sunday. I may not do that anymore but I think it gave me a good basis. I've also explored things on my own different philosophies and spiritual teachings and I use what works for me.

I went to the University of Minnesota to study art. I left the university to come to New York and live in Soho. I got involved with like a small kind of like experimental theater-mime company and we discovered that Étienne Decroux, a great mime, was still teaching in Paris so I went to study with him for several years.

I who have set my heart on watching over the soul, in union with Good Thought, and as knowing the rewards of Mazda Ahura for our works, will, while I have power and strength, teach men to seek after Right. I have become an alien in a foreign land.

I will begin with the self-styled "Christian" party, who profess to base their morality on the New Testament. But whether it is really more Christian to follow or to ignore the teachings of the Gospels I shall not discuss.

I wished I could explain it to those I loved, my mother, to Japhy, but there just weren't any words to describe the nothingness and purity of it. "Is there a certain and definite teaching to be given to all living creatures?" was the question probably asked to beetle browed snowy Dipankara, and his answer was the roaring silence of the diamond.

I wish to be of service to the artists of our own day, by showing them how a small beginning leads to the highest elevation, and how from so noble a situation it is possible to fall to utmost ruin, and consequently, how these arts resemble nature as shown in our human bodies.

I woke up to the world of science when my high school chemistry teacher introduced me to the elegantly ordered periodic table.

I witness the birth on paper of sentences that have eluded my will and appear in spite of me on the sheet, teaching me something that I neither knew nor thought I might want to know. This painless birth, like an unsolicited proof, gives me untold pleasure, and with neither toil nor certainty but the joy of frank astonishment I follow the pen that is guiding and supporting me.

I wonder what it means about American literary culture and its transmission when I consider the number of American poets who earn their living teaching creative writing in universities. I've ended up doing that myself.

I work from the body - I try to develop a language of the body. I've invented a term I call "corporeal writing" around that idea. I love teaching and collaborating around this idea, because no new breakthrough in literature ever happened because everyone was doing what was already there.

I wonder whether there has been too much emphasis on teaching women to conform, to fit into the system. Certainly that suits conservative organizations in conservative times. But now ... innovation and creativity are necessary.

I worked as a lawyer as a member of the teaching staff of a technical college and then I worked principally as legal adviser to Adolf Hitler and the National Socialist German Workers Party.

I would have all the professors in colleges, all the teachers in schools of every kind, including those in Sunday schools, agree that they would teach only what they know, that they would not palm off guesses as demonstrated truths.

I would like it to be known that I have decided not to marry Group Capt. Peter Townsend. Mindful of the church's teaching that Christian marriage is indissoluble, and conscious of my duty to the Commonwealth, I have resolved to put these considerations before any others.

I would be very, very uncomfortable at teaching, at dreaming to teach, people things.

I would like to say that that even the teachings of the Koran cannot be exempted from criticism.

I would say how important it is that we stop teaching kids, from the beginning, that boys are more important than girls. It's the 21st century, you know, let's go here. We have to show kids that boys and girls share the sandbox equally and do equally interesting things. We're teaching kids something that we have to try to get rid of later on. Why not just stop filling them with unconscious gender bias?

I would not recommend poetry as a career. In the first place, it's impossible in this time and place - in this culture - to make poetry a career. The writing of poetry is one thing. It's an obsession, the scratching of a divine itch, and has nothing to do with money. You can, however, make a career out of being a poet by teaching, traveling around, and giving lectures. It's a thin living at best.

I would probably have been very content as a scholar to have carried on organising exhibitions and writing books and teaching.

I would prefer the teacher to focus on teaching and have a security officer worry about keeping the kids safe.

James Franco, acting, teaching, directing, writing, producing, photography, soundtracks, editing - is there anything you can do?

Jalaluddin Rumi is completely rooted in Islamic teachings of Quran. He was a great scholar, he belonged to a madrassa, and he knew Islamic theology and jurisprudence very well. He knew Persian, Arabic and Turkish, which was coming into Anatolia at that time, very well. He was a remarkable, remarkable scholar, besides being a great saint.

Jarrid Wilson has a passion and heart for God that is contagious. His genuine faith comes through powerfully in his teaching and writing. 30 Words points to the God of all wonder and grace in a way that will expand your faith and experience of God.

Jesus stands absolutely alone in history; in teaching, in example, in character, an exception, a marvel, and He is Himself the evidence of Christianity.