Best 3735 quotes in «teaching quotes» category

If your students aren't learning, then maybe you're not teaching.

If your positivity immune system is low, any exposure to a person afflicted with negativity can poison your life.

If you teach your children, teach them the Truth of God.

If you treat every question like you've never heard it before, your students feel like you respect them and everyone learns a lot more. Including the teacher.

If you want meaning in your life you must give your life meaning.

If you want to learn a subject, teach it.

If you want to teach something to water, you must be first a river, a lake, an ocean; you must be rain and flood, ice and hail, rime and snow! You must be all of them! But not enough! You must be something more, only then you can teach something to water!

I get very upset when I’m giving a lecture and I’m not interrupted every few sentences by questions. My style is such that that happens very rarely. That’s my technique. I’m really trying to draw the students out, make them think for themselves. The more they challenge me, the more successful I feel as a teacher. It has to be very active. Plato used the metaphor that in teaching...there needs to be a fire in the teacher, and the sheer heat will help the fire grow in the student. It’s something that’s kindled because of the proximity to the heat.

I have an historical, a cultural, and a moral obligation to give back something to my country. So I became a teacher.

I have bemoaned people who say they feel old, but I now realize it is perfectly possible for anyone to feel old. All they need to do is become a teacher.

I have been given the rare opportunity to teach Jiu Jitsu for a living. This is a privilege that I wake up everyday grateful for, and a responsibility that I hold dearly. I understand how rare it is to be employed through a labor you genuinely love, and one which can be used as a vehicle for positive change in the lives of others. Even rarer still, I am often reminded of the quality of Jiu Jitsu I have learned, and the opportunity to have learned it.

I have hope in who I am becoming. I have belief in every scar and disgraceful word I have ever spoken or been told because it is still teaching me and I have hope in who I am becoming. They say it takes 756 days to run to someone you love and they also say that the only romance worth fighting for is the one with yourself and I know by now that they say a lot of things, people talking everywhere without saying a word, but if it took me all those years to learn myself or teach myself how to look into the mirror without breaking it I know for a fact that it was a fight worth fighting. I stood up for my own head and so did my heart and we are coming to terms with ourselves. Shaking hands, saying ”let’s make this work for we have places to go and people to see and we will need each other” So I have hope in who I am becoming. It’s July and I have hope in who I am becoming.

I have heard the predictable slew of insults, threats, epithets, and curses. Underneath all these, I hear their fear. They don’t want to hurt me, though I may serve as a stand-in for a man who they do want to hurt. They want to scare me because fear is the only way they have learned to feel powerful.

I have learned over the years that many formally educated corrosion professionals are either engineers or chemists by training. While those two groups represent the largest two categories of backgrounds in the oilfield corrosion control industry, they are in the minority.

I have yet to meet an English teacher who assigned a book to damage a kid.

I just thought that was the most noble contribution you could make to human kind, was to be a teacher.

I knew a teacher that kept a calendar on his desk. He didn’t use it for lesson planning though. Instead he was marking time until summer. That’s what prisoners do on walls. They mark the days until they go free. But if you’re marking time as a teacher, you aren’t redeeming the time with your students. A parent drops a child off at the beginning of the year and it’s your job to redeem the time and educate that child. It’s your responsibility to see that child progress throughout the year. The child should be a better student as a result of being in your classroom. You are responsible—for successes and failures—and you have an obligation to students and parents to redeem every precious minute you’re given as an educator.

I knew that I could not possibly teach; the energy and clarity that teaching requires, which I'd always taken for granted, were gone.

I looked out again at the rising moon and I let the weight of my day, my week, lift away with the rushing wind as I was blown into the depths of myself.

I loathe it when they [English teachers] are bullied by no-nothing parents or cowardly school boards.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

I meet them in this stadium, strangers at opposing desks until I wave my red flag.

I'm not as interested in dispensing knowledge on how to make a living ass I am in helping young people learn how to make a life...

I'm more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.

Immediate gratification is a dream killer.

I’m not sure I ever met an American teacher in Korea that hadn’t volunteered at an orphanage at least once—even our resident idiot could be surprisingly decent on occasion—but I’ve also visited foreign countries where children are taught hatred. I’ve seen it up close and personal. It’s antithetical to everything I believe in as a teacher. The mandate for all teachers is to instill hope, not fear and hatred.

I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about.

In a 1968 study of daily life in classrooms, Philip W. Jackson wrote that students spend as much as 50 percent of their time waiting for something to happen. They wait for teachers to pass out papers. They wait for slower students to get their questions answered. They wait for the lunch bell to ring. Alas, forty-five years after Jackson published his book, millions of American students are still waiting. They’re waiting for all of the old reasons, and one relatively new one: they’re waiting for our education system to catch up with their lives.

In a classroom, when it’s silent, they’re thinking. You’ve got to give them time to think.

In a world of sleepwalkers an awakened mind is a teacher and a catalyst for new awakenings, whether they want to be or not.

In an age of sophistic over-complexity, simplicity can be useful.

Indira was surrounded by people who had given up hope, who blamed their own misery on the influence of Christianity and western cultures, and yet, literally in the midst of squalor, her family had created a place of real beauty. It really makes you stop and think. Uncle Google should be spitting out eight hundred million things American schools have done right. The fact things are so screwed up makes no sense. If you believe Uncle Google, then we’ve done the exact opposite from Indira’s family—in the land of hope and plenty we’ve created a place that’s ugly. We have so much. Can things really be so bad? Maybe we can’t fix our schools because as individuals we’ve never truly been broken. Or maybe Chinese lanterns make everyone wax philosophical.

In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.

I never thought I'd be a teacher , but when I started doing it, I fell in love with it.

I need to be alone. After a full day of talking, smiling, listening, showing, nodding, translating, I want to be alone. I want simply to come home, close the door, and sit in silence, gathering up the bits of myself that have come loose. I want to think, or not think. I want to rest.

In life, there is no lesson greater than patience; and so, there is no teacher greater than a fool.

. . in Old Karate, you learned you Art through pain. You learned quickly that your techniques had to be fast or powerful or both. If you did not embrace pain and it's lessons adequately, you simply did not survive

In old days, instead of asking a teacher, people looked at the dictionary to know the complete definition of teacher. Now Google becomes our teacher and to know about Google, people Google it.

In our modern world, we often separate faith from practice. But the way of Jesus rejects this notion. Only living our faith offers the credibility to teach our faith. Anything less is less that the teachings of Christ.

I now know that I was in the presence of the only angels we are ever likely to make the acquaintance of: teachers blessed with the love of small people who are trying to find their place in the world.

I noticed (the ball) was multicolored. One side was green and the other was red. When we got to the gathering I held that ball up and I said, 'Before we begin, will you tell me what color this ball is?' They said, 'red.' I said, 'no, it's green.' We argued a while and I turned the ball around and said, 'tell me what you see here.' Here's what we want to do. We want you to understand until you shall have seen how it looks to me on my side, you can't convince me that you know what you're talking about, because this ball is going to be red on this side and green on that side until the day it dies. Now, if I'm willing to come around here and see how it looks to you, and if you're willing to come around here and see how it looks to me, we can reconcile that.

I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.

In short, we much struggle with the meaning of learning within our discipline and how best to cultivate and recognize it. For that task, we don't need routine experts who know all the right procedures but adaptive ones who can apply fundamental principles to all the situations and students they are likely to encounter, recognizing when invention is both possible and necessary and that there is no single 'best way' to teach.

Instruct decently. Instruct discerningly. Instruct disarmingly. Instruct diplomatically.

Instead, we try to give them affection, confidence and guidance, more or less in that order, because experience has shown us that those are their most immediate needs.

Instruct gracefully. Instruct graciously. Instruct gallantly. Instruct gladly.

Instruct efficiently. Instruct effectively. Instruct exceptionally. Instruct excellently.

Instruct brilliantly. Instruct blamelessly. Instruct benevolently. Instruct beneficially.

Instruct instinctively. Instruct intelligently. Instruct imaginatively. Instruct impressively.

Instruction is good for a child; but example is worth more.