Best 3735 quotes in «teaching quotes» category

When I was 19 I went to art school. I had six months of teaching myself to play baritone ukulele under my belt so I was sort of a novice folkie... I was singing folk songs at that time.

When I was eight years old, I got a dummy for Christmas and started teaching myself. I got books and records and sat in front of the bathroom mirror, practising. I did my first show in the third grade and just kept going; there was no reason to quit.

When I was coaching I always considered myself a teacher. Teachers tend to follow the laws of learning better than coaches who do not have any teaching background. A coach is nothing more than a teacher. I used to encourage anyone who wanted to coach to get a degree in teaching so they could apply those principles to athletics.

When I was teaching in the 1960s in Boston, there was a great deal of hope in the air. Martin Luther King Jr. was alive, Malcolm X was alive; great, great leaders were emerging from the southern freedom movement.

When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.

When I was teaching at the University of Tehran we were struggling against the implementation of the revolution rules.

When I was teaching at Harvard in the 1970s, I went to Project Incorporated in Cambridge and took photography classes. I didn't even know how to aim the camera in those days.

When I was in university, my dream was to be a coach, like a high school track coach. Not to teach.

When I was teaching, I gave a lot of my mind and anxiety to it. There was always something clenched and anxious in me until the classes were over.

When I was writing my first two books I was also freelancing and teaching and doing other odd jobs.

When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.

When I went to Egypt right after 9/11 I was very upset. I used to live in Egypt. I had a lot of friends there. I spent two years teaching there. I had very fond feelings for that part of the world, and the fact that a culture I liked so much had attacked my own culture was really very upsetting to me.

When media "narratives" about [Pope] Francis get set in concrete, and act as filters bending or distorting (or ignoring) aspects of his vision and his teaching that don't fit the established story line, the Church has a problem.

When my father finally got around to teaching me to drive, he was impressed at my "natural" talent for driving, not knowing that I had already been secretly driving my mother's car around the neighborhood. When I took the test and got my license and my father gave me my own set of keys to the car one night at dinner, it was a major rite of passage for him and my mother. Their perception of me had changed and was formally acknowledged. For me the occasion meant a private sanction to do in public what I had already been doing in secret.

When my mother took her turn to sit in a gown at her graduation, she thought she only had two career options: nursing and teaching. She raised me and my sister to believe that we could do anything, and we believed her.

When our Heavenly Father placed Adam and Eve on this earth, He did so with the purpose in mind of teaching them how to regain His presence. Our Father promised a Savior to redeem them from their fallen condition.

When some people retire, it's going to be mighty hard to be able to tell the difference.

When someone is taught the joy of learning, it becomes a life-long process that never stops, a process that creates a logical individual. That is the challenge and joy of teaching.

When teaching a rapidly changing technology, perspective is more important than content.

When the doctrine of allegiance to party can utterly up-end a man's moral constitution and make a temporary fool of him besides, what excuse are you going to offer for preaching it, teaching it, extending it, perpetuating it? Shall you say, the best good of the country demands allegiance to party? Shall you also say it demands that a man kick his truth and his conscience into the gutter, and become a mouthing lunatic, besides?

When the old poets made some virtue their theme, they were not teaching but adoring.

When they lose their sense of awe, people turn to religion. When they no longer trust themselves, they begin to depend upon authority. Therefore the Master steps back so that people won't be confused. He teaches without a teaching, so that people will have nothing to learn.

When we find ourselves unable to reason (as one often does when presented with, say, a problem in algebra) it is because our imagination is not touched. One can begin to reason only when a clear picture has been formed in the imagination. Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination.

When we give thanks in all things, we see hardships and adversities in the context of the purpose of life... We are meant to learn and grow through opposition, through meeting our challenges, and through teaching others to do the same... the Lord will not only consecrate our afflictions for our gain, but He will use them to bless the lives of countless others.

When we have the Spirit to direct us, we are capable of teaching with great power.

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

When we say that pleasure is the end, we do not mean the pleasure of the profligate or that which depends on physical enjoyment--as some think who do not understand our teachings, disagree with them, or give them an evil interpretation--but by pleasure we mean the state wherein the body is free from pain and the mind from anxiety.

When we undertake a task, we should not falter from first to last until the task is accomplished; if we fail, we should not begrudge our lives as a sacrifice-this is what we mean by loyalty. The ancient teaching of loyalty meant sometimes death.

When you're teaching creative nonfiction, it helps to have written about your life in a very open way, because you can say, 'Look, how much are you willing to risk emotionally to write? How careful can you be with the other people you're writing about?

When we were in the seminary we got a stipend direct from the government and for that stipend we had an obligation to stick to our teaching job for five years.

When you introduce a moral lesson, let it be brief.

When you have nothing to say, say nothing.

When you reach out and touch other human beings, it doesn't matter whether you call it therapy or teaching or poetry.

When your purpose and your occupation is giving confidence to people, teaching self defense, giving empowerment, teaching a positive lifestyle to other people, you tend to emit that yourself because you want to live what you preach and you want to preach what you live, and I'm just trying to do my best.

When you sit in the full lotus position, your left foot is on your right thigh and your right foot is on your left thigh. When we cross our legs like this, even though we have a right leg and a left leg, they become one. The position expresses the oneness of duality: not two and not one. This is the most important teaching: not two, and not one. Our body and mind are not two and not one. If you think your body and mind are two, that is wrong; if you think that they are one, that is also wrong. Our body and mind are both two and one.

When you feel nothing, God is teaching you to live by faith.

When you love people and have the desire to make a profound, positive impact upon the world, then will you have accomplished the meaning to live.

When you're teaching a hard concept and the students all have puzzled looks on their faces and then suddenly you can see that 'aha' moment, that they got it, that's just an incredible thing.

When you see that 76 percent of teachers are female, I think you have to acknowledge that there's a cultural bias, and it does date back to this nineteenth century idea that teaching is a form of mothering.

When you watch Canadian kids [Box Lacrosse Players] score, when you see their skill level around the cage, you wonder to yourself, 'Jeez, are we teaching kids [in the U.S.] the wrong things?

Whereas disinfecting Christians involves isolating them and teaching them to be good, discipling Christians involves propelling Christians into the world to risk their lives for the sake of others. Now the world is our focus, and we gauge success in the church not on the hundreds or thousands whom we can get into our buildings but on the hundreds or thousands who are leaving our buildings to take on the world with the disciples they are making

Wherever the Bible has been consistently applied, it has dramatically changed the civilization and culture of those who have accepted its teaching. No other book has ever so dramatically changed the individual lives and society in general.

Where possible Paul avoids quoting the teaching of Jesus, in fact even mentioning it. If we had to rely on Paul, we should not know that Jesus taught in parables, had delivered the sermon on the mount, and had taught His disciples the 'Our Father.' Even where they are specially relevant, Paul passes over the words of the Lord.

Where thou perceivest knowledge, bend the ear of attention and respect; But yield not further to the teaching, than as thy mind is warranted by reasons. Better is an obstinant disputant, that yieldeth inch by inch, Than the shallow traitor to himself, who surrendereth to half an argument.

Where you can see tribal behavior now is in this business about teaching evolution in a science class and intelligent design. It's the scientists themselves are behaving tribally.

Where will our country find leaders with integrity, courage, strength-all the family values-in ten, twenty, or thirty years? The answer is that you are teaching them, loving them, and raising them right now.

Whether we're fighting climate change or going to space, everything is moved forward by computers, and we don't have enough people who can code. Teaching young people to code early on can help build skills and confidence and energize the classroom with learning-by-doing opportunities. I learned how to fly a hot air balloon when I was 30,000 feet up and my life was in the balance: you can learn skills at any age but why wait when we can teach everyone to code now!

Whether you like it or not the millions are here, and here they will remain. If you do not lift them up, they will pull you down... Education must not simply teach work - it must teach life.

Whetstones are not themselves able to cut, but make iron sharp and capable of cutting.

Which is superior, the Constitution or Sharia law? In Sharia law by their teachings is superior to everything else, it replaces everything else, it replaces the Constitution itself. So, you can`t be assimilated into the American civilization and accept Sharia law as being superior to our Constitution. It`s antithetical to Americanism.