Best 3735 quotes in «teaching quotes» category

Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.

To Parents Teach your child what they should know if not, their friends will teach them with wrong information. They will suffer the consequences of not knowing which results to hard life, suffering and being bad people with no morlas in life.

To redeem the influential sphere of the government is to act based on the teaching received

To quote Ms. Lauryn: i wrote these words for everyone who struggles in their youth... * * - Esther - * * "Don't worry that you'll be a copy The Maker had you on His mind the entire time Before a speckle of sand hit the darkness Before sound came from the void Before two drops of hydrogen And oxygen combined Before mama knew papa The vibrations in your voice are like thumbprints The fequency and wavelength your sound generates Reverberates in the universe Breaking and entering into souls A light house in a perfect storm Your siren song does not take but lends To safety To refuge To home Don't be afraid that its already been said - Speak Don't be afraid that its already been thought - Think In this generation This moment For this time

To reach a child's mind, first reach a child's heart.

To teach, learn. To learn, teach.

To teach someone a lesson, show them how it's done. Force is a temporary solution. Judgment is no solution at all.

To truly motivate others 1) discover what their motives, desires & drivers are 2) genuinely connect with and support them from the heart.

To win or lose often depends on set parameters. Expand the bounds of what is possible, and you may come out the true winner, outside the confines of its defining.

Travelling shouldn't be just a tour, it should be a tale.

Travelling the road will tell you more about the road than the google will tell you about the road.

Travel teaches as much as a teacher.

Trekking means a travelling experience with a thrilling excitement.

Truth is not a destination - it is not a point in the future which you reach through discipline and efforts. Truth is the path itself you walk on every day, driven by unbiased, naïve, curiosity for knowing - not believing, but knowing.

Ugliness sees ugliness; beauty sees beauty.

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.

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

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.

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

We are all just humble students of the world.

We are all each other's teachers.

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 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 never taught more deeply and more truthfully than by pain.

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

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

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

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 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.

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 need people who push boundaries rather than retreat inside them.

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.

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

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 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 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 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 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 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 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 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.