Best 3735 quotes in «teaching quotes» category

A preacher should have the skill to teach the unlearned simply roundly, and plainly; for teaching is of more importance than exhorting.

A prudent person profits from personal experience, a wise one from the experience of others.

Are we reading the Constitution and pondering it? Are we aware of its principles? Are we abiding by these principles and teaching them to others? Could we defend the Constitution? Can we recognize when a law is constitutionally unsound? Do we know what the prophets have said about the Constitution and the threats to it?

Aria: I went to Hollis. Because I was looking for...you know. Her. She was teaching an art class, so I ran inside, grabbed a paintbrush, and painted a scarlet A across her chest. You know, like that woman in The Scarlet Letter? It was awesome. She didn't know what hit her. And then I said, 'Now everyone will know what you've done'. Ella: Do you realize that Hester Prynne is supposed to be a sympathetic character?

Arrogance, pedantry, and dogmatism...the occupational diseases of those who spend their lives directing the intellects of the young.

Arminianism is 'natural' in one sense, in that it represents a characteristic perversion of Biblical teaching by the fallen mind of man.

[Arthur Koestler] wrote some other very interesting books, but that book - I mean, if I were teaching, I don't care what the course is, I would say you really have to read "Darkness at Noon".

As a biblical inerrantist, I believe that what the Bible teaches is true and bow to the text, including its teaching about the Flood and its universality.

As a country [USA], we can attract more talented people to teaching by raising awareness of educational inequity and getting the public to understand from individual classrooms, schools, and cities that this is an issue that can be solved.

As a kid, you're starting to grow up and want more freedoms. But if you have people who are absorbing and adopting religious principles and teachings, they start drawing these lines and creating confines in their life to live within certain lines.

As a kid, I succumbed to peer pressure; I created an image of myself that was not true. But that belief system ended with the death of a close friend. It was then that I reached out for help from my father. It wasn't the teachings of The Four Agreements exactly, it was just my father's teachings in general. And because of this, I am grateful to continue my family's legacy. In this way, I say "thank you" to my family and teachers before me.

As a matter of fact since Barack Obama has been president it is more overt - I believe - than it's been since the 1940's and 50's and so I am not surprised by it. I think it's an excellent teaching tool, particular for my sons and our people to understand that we still have to build within our community. We still have to work with one another. We still have to connect even with people outside of this country.

As another has well said, to handicap a student by teaching him that his black face is a curse and that his struggle to change his condition is hopeless is the worst sort of lynching.

As a student I learned from wonderful teachers and ever since then I've thought everyone is a teacher.

As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.

As a writer, the ideal job is the one that allows you time and mental space away from it. Teaching seemed to me like the obvious choice - those summers off, you know - but my experience may serve as a cautionary tale.

As a teacher, it's a great help to be teaching philosophical systems you don't believe. You can actually do a better job of presenting them if you leave your beliefs at the door.

A school is a place through which you have to pass before entering life, but where the teaching proper does not prepare you for life.

A schoolmaster should have an atmosphere of awe, and walk wonderingly, as if he was amazed at being himself.

A schoolteacher or professor cannot educate individuals, he educates only species.

As children's inquiries are not to be slighted, so also great care is to be taken, that they never receive deceitful and illuding answers. They easily perceive when they are slighted or deceived, and quickly learn the trick of neglect, dissimulation, and falsehood, which they observe others to make use of. We are not to intrench upon truth in any conversation, but least of all with children; since, if we play false with them, we not only deceive their expectation, and hinder their knowledge, but corrupt their innocence, and teach them the worst of vices.

As far as men go, it is not what they are that interests me, but what they can become.

As followers of Christ, we are to be careful not to remain victims of the many cultural presuppositions of who he is, and what he teaches, insofar as taking for granted our own caricatures of him. Let it boil in both mind and heart the question, 'If Jesus were to appear today, how many of us would actually recognize him and his teachings (or would it simply be a recount of his first visit)?

As for journalism education, there are some terrifically exciting things going on in some schools. Others are struggling to adapt. Curriculum changes can be slow, by design. Yet there are arguably more dynamic minds, old and young, gravitating to teaching than ever before, both on the research and scholarly side and on the side of what is called "professional practice," a term that usually refers to experienced journalists without Ph.D's moving to the academy.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

As for what's the most challenging aspect of teaching, it's convincing younger writers of the importance of reading widely and passionately.

As God's followers, we must be ever watchful not to allow diluted teachings or secular philosophies to creep into our doctrine.

As for the excellent little wretches who grow up in what they are taught, with never a scruple or a query, ... they signify nothing in the intellectual life of the race.

A spiritual organization with a hierarchical structure can convey only the consciousness of estrangement, regardless of what teachings or deep inspirations are at its root.The structure itself reinforces the idea that some people are inherently more worthy than others.

[Asked whether he would like to see an experimental demonstration of conical refraction] No. I have been teaching it all my life, and I do not want to have my ideas upset.

A spiritual teaching is a finger pointing toward Reality; it is not Reality itself. To be in a true and mature relationship with a spiritual teaching requires you to apply it, not simply believe in it.

A significant contribution to science pedagogy and to the scholarship of teaching and learning. ... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.

A smooth lecture... may be pleasant; a good teacher challenges, asks, irritates and maintains high standards - all that is generally not pleasant.

As my personal explorations continued, I experienced this quality of inner reality more and more and could no longer doubt that the meaning of God lay in this direction. At the same time, these undeniable experiences lit up and were in turn illuminated by all the philosophical and historical knowledge I had by then amassed and I began to understand in an entirely new way the teachings of both Judaism and Christianity as well as the teachings of Buddhism, Hinduism and Islam.

As soon as you understand 2 x 4 you can't believe there was a time when you didn't understand it.

As Stephen Jay Gould pointed out in Time, in no other Western country is the teaching of Evolution regarded as controversial. Throughout the world, one way or another, most Christian denominations have managed to reconcile belief in God with belief in the mechanisms of natural selection. A French or German or Scandinavian politician who called for students to entertain as a reasonable deduction from existing evidence the proposition that Earth is at most 10,000 years old would be bundled off to a mental hospital.

As the eye of the body once put out, can never be restored by the creature's art, so neither can the spiritual eye lost by Adam's sin be restored by the teaching of men or angels. It is one of the diseases which Christ came to cure.

A story communicates fear, hope, and anxiety, and because we can feel it, we get the moral not just as a concept, but as a teaching of our hearts. That’s the power of story.

As there is no insignificant work, there is not an insignificant leader. All leaders need training...not just a few.

As you get older, you have to force yourself to have new dreams. For instance, I've been flying for 37 years, but now teaching others to fly is interesting for me. Sometimes you have to find new angles on life to keep you interested, like sharing successes and inspiring and helping others.

As we seek to eliminate individualism in teaching, we should not eradicate individuality with it.

A student brings something to discuss, saying, "I don't know whether this is really good, or whether I should throw it in the wastebasket." The assumption is that one or the other choice is the right move. No. Almost everything we say or think or do - or write - comes in that spacious human area bounded by something this side of the sublime and something above the unforgivable.

As we have come to view teaching, it begins with an act of reason, continues with a process of reasoning, culminates in performances of imparting, eliciting, involving, or enticing, and is then thought about some more until the process can begin again

A teacher or teaching is not essential for spiritual awakening, but they save time.

A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.

A teacher cannot give you the truth The truth is already in you You only need to open yourself – body, mind and heart- so that his or her teachings will penetrate your own seeds of understanding and enlightenment If you let the words enter you, the soil and the seeds will do the rest of the work

A teacher who can arouse a feeling for one single good action, for one single good poem, accomplishes more than he who fills our memory with rows and rows of natural objects, classified with name and form.

A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.

A teacher is never too smart to learn from his pupils.

A teacher should, above all things, first induce a desire in the pupil for the acquisition he wishes to impart.