Best 3735 quotes in «teaching quotes» category

My dream is to help my students achieve their dreams.

My feeling is that a good teacher can get results using any method, and that a bad teacher can wreck any method.

My God can do it! My God will do it! My God wants to do it! My God has done it!

My grandma, Mrs Grace Ayorkor Acquah said 'Educating the child is everybody's business.

My students still don't know what they will never be. Their hope is so bright I can almost see it. I used to value the truth of whether this student or that one would achieve the desired thing. I don't value that truth anymore as much as I value their untested hope. I don't care that one in two hundred of them will ever become what they feel they must become. I care only that I am able to witness their faith in what's coming next. I no longer believe in anything other than the middle, but my students still believe in beginnings. Ask them, and they will tell you that everything is about to start in just a moment, just one more moment.

My task as a language arts teacher is to provide texts that are not so difficult that my students shut down in frustration and not so easy that my students don't push their thinking.

Namun guru yang paling baik adalah yang mengajar tanpa bicara apa-apa

Negativity is a natural part of your perfect self.

Never justify someones wrong action, without them apologizing first & admitting their wrongs. If you do. You are not making them better, but you are making them worse on the bad things they do.

New learning never hurt anybody.

No amount of grooming from the professors can communicate knowledge.

Nobody ever told them they had a right to an opinion.

No institution can become the cradle of leadership, until its teachers break their manacles of rugged dogmas.

No knowledge comes from the outside world or an imaginary supernatural paradise.

No matter what your circumstance, if you provide kids with creative ammunition, they will blast holes into an oppressive reality, and conceive limitless worlds.

No one can make you feel anything; you are completely responsible for how you feel.

No one can set your level of worthiness except you.

No one ever pays to learn the most important things.

Now that I’ve reached the ripe old age of retirement, I feel it my duty to teach you everything I’ve learnt about love, so listen closely. Love is like… That’s as far as I’ve gotten I’m afraid.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

Offering care means being a companion, not a superior. It doesn’t matter whether the person we are caring for is experiencing cancer, the flu, dementia, or grief. If you are a doctor or surgeon, your expertise and knowledge comes from a superior position. But when our role is to be providers of care, we should be there as equals.

Oh God, forgive me for the hateful thoughts, because I love them, these brutal, disarming bastards, I love them …

One cannot always know what children are thinking. Children are hard to understand, especially when careful training has a custom them to obedience and experience has made them cautious in conversation with their teachers.

One cannot always know what children are thinking. Children are hard to understand, especially when careful training has accustomed them to obedience, and experience has made them cautious in their conversation with their teachers. Will you not draw from this the fine maxim that one should not scold children too much, but should make them trustful, so that they will not conceal their stupidities from us?

One can pass on knowledge but not wisdom. One can find wisdom, one can live it, one can be supported by it, one can work wonders with it, but one cannot speak it or teach it.

One destructive mind-set that must be altered in our society is the thought that work is a curse. Some people advocate that if you are truly blessed you don’t need to work hard. Because as they say “the race is not to the swift”, I even had statements like “a day of favour is better than a thousand years of labour”. To make things worse, this type of teachings are actually coming from our pulpits. We call ourselves Protestants, but we have totally departed from the teachings of the early Protestants. Martin Luther, John Wesley and John Calvin would turn in their graves, if they hear the kind of teachings we are now feeding the people of God with.

One major teaching of the Protestants that we the Protestants of today must go back to is the fact that the European Protestants did not emphasize five fold ministry the way we do today. Today our teaching on the five fold ministry only tends to view only those called to the five fold ministry as those called to be ministers, while the rest of the congregation is just viewed as laity who just go to secular jobs.

One must command from each what each can preform.

One of my goals is to educate you by calling your attention to things that others deem unworthy of attention.

One of the fastest ways you can profoundly change your life is to rid yourself of toxic people.

One of the biggest surprises my students always had in their exams, which made some angry and others, few, very happy, was to realize I always allow multiple correct answers, and also saw as correct many answers that I didn't predict to receive. The reason I do this, is because life works in the same way. If I do as other teachers, and only allow one correct answer, then students will never really have a chance at understanding how life works. Because it's never about the answer, it’s all about the intention in the answer, and that intention puts the teacher in a completely different position, with which most aren't comfortable. That’s why I was never surprised to hear from students, including in their final year of college, that they had never met any other teacher like me in their entire life. They also knew that they very likely never will. But very few among these students are brave enough to look at the portals to higher dimensions of conscience that open before their eyes, either they’re confronting them from one perspective or another. And I wonder if any of these students will one day present the same opportunities they got from me to others. These portals represent amazing opportunities for the ones with the courage to see them and cross them. But only a very powerful person possesses the power to open one for others. And if you think that person is what it seems, you will neglect the magician hiding behind the illusion of the teacher in front of you. You see, I was never teaching, I was always creating magic in the classroom. The ones looking for the teaching, got confused, the ones looking at the lecturer were hypnotized by the illusion, and those that really saw what was happening, were uplifted. Among thousands of them, one or two have acquired the skills to be magicians themselves. They are now performing the same kind of magic they learned from me wherever they go.

One of the hallmarks of great teachers is that they rejoice when their students surpass them. Encouraging an atmosphere of questioning and inviting people to grow within your classroom isn’t necessarily easy; which must explain why people who want to create cults or die hard followers discourage questioning in general. They would rather have people reciting their dogma than asking hard questions.

One of the hardest things for a teacher is to know when to keep quiet and when to let go. It is a terrible thing to hold someone back from success, or to insist on sharing credit, or to tie someone to your apron strings. We need to have faith that we have done all we can, and then we need to kick our birds out of the nest.

Never follow any impulse to teach, however strong it might be. The command to teach is not felt as an impulsion.

One of the most important parts of education is learning to get along with other people.

One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher’s gaze but also – and even more importantly – from the teacher’s consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher’s careers and school’s futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding.

One positive thought will shift the entire world under your feet.

One who is eager to teach must be eager to learn.

Only a self-learnt man can reach others.

Our attitude towards ourselves should be to be insatiable in learning and towards others to be tireless in teaching.

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

Our professional competence and pride should rest not alone in our possession of knowledge but as well in our ability to communicate it. Of course we shall carry on our research, and of course we shall applaud the colleague who 'produces,' but we shan't be happy if he offers that as a substitute for inspiring young people with a desire for knowledge, a sense of taste, and a regard for virtue.

Our students sometimes use their creativity to do wrong things, and we therefore conclude that we must keep them from being creative. But evil cannot be blamed on creativity. (p31)

Our world needs less gurus, and more teachers. Gurus are about helping themselves become successful. Teachers are about helping others become successful.

Our young should be at ease with the fact that every mind works differently, and that there is never an issue if someone’s mind is not adapted to this or that subject, or even to this or that manner of teaching or learning. His mind, in whatever manner it needs to function, is a precious stone in humanity’s treasure, whether he realizes it or not.

Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust.

Parents, don’t invest in your child's teaching; invest in your child's learning.

Parents have become so convinced educators know what is best for children that they forget that they themselves are really the experts.

Parents should also question much of the contemporary emphasis on special materials and equipment for learning in a child's environment. A clutter of toys can be more confusing than satisfying to a child. On the other hand, natural situations, with opportunieties to explore, seldom overstimulate or trouble a small child. Furthermore, most children will find greater satisfaction and demonsstrate greater learning from things they make and do with their parents or other people than from elaborate toys or learning materials. And there is no substitute for solitude - in the sandpile, mud puddle, or play area - for a yound child to work out his own fantasies. Yet this privilege is often denied in our anxiety to institutionalize children.

Participating in the filling of others' brains with knowledge and know-how is just an extraordinary gift only very few have. Hence, teaching a language is indeed opening these brains to the world with its similarities and dissimilarities taught in different words.