Best 3735 quotes in «teaching quotes» category

Involve children in their own upbringing, instead of dictating to them ‘who’ and ‘what’ they should be. Be a good role model. Teach them well. Allow them to be true to who they are and encourage them to be their ‘authentic self.’” —Sepideh Irvani, PsyD

I realized I was a teacher when I felt warm during class and got up to open the door. Later on there was noise in the hallway, so I got up and shut it. Students can't open and close the door whenever they feel like it.

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several ‘live’ lectures and this in secondary education alone. These are high ratings!

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

Irony is that indifference is the most easily learned attitude.

Is it a weakness not being able to hate? Or is it preparation for what is inevitable, the ability only to love.

I started studying law, but this I could stand just for one semester. I couldn't stand more. Then I studied languages and literature for two years. After two years I passed an examination with the result I have a teaching certificate for Latin and Hungarian for the lower classes of the gymnasium, for kids from 10 to 14. I never made use of this teaching certificate. And then I came to philosophy, physics, and mathematics. In fact, I came to mathematics indirectly. I was really more interested in physics and philosophy and thought about those. It is a little shortened but not quite wrong to say: I thought I am not good enough for physics and I am too good for philosophy. Mathematics is in between.

Is there any teacher better, more patient, more determined than fate?

I taught you everything you know. But I didn't teach you everything I know.

It doesn't matter the materials but what you do and how you interact. Relationships are the most important in the art of teaching. A school can have the most beautiful "stuff" but it's the care and commitment of a teacher. What matters most is a true teacher with the real stuff inside and helping others discover that real stuff inside themselves.

I teach what compels us to question our reality

I teach not by feeding the mind with data but by kindling the mind.

I think it is a duty I owe to my profession and to my sex to show that a woman has a right to the practice of her profession and cannot be condemned to abandon it merely because she marries. I cannot conceive how women's colleges, inviting and encouraging women to enter professions can be justly founded or maintained denying such a principle. [From a letter Brooks wrote to her dean, knowing that she would be told to resign if she married, she asked to keep her job. Nevertheless, she lost her teaching position at Barnard College in 1906. Dean Gill wrote that 'The dignity of women's place in the home demands that your marriage shall be a resignation.']

I think the most important quality of a mentor is that they are open to following students where they want to go. Not always pushing their own agenda.

I thought about being a teacher for three thousand years. It wouldn’t have made my Top Ten Things to Wish For list.

I thought I would teach my students a thing or two from the text books once I got a job in school but to my surprise my students teach me things about life and myself every single day.

It is a mistake to tell students that their classroom is a democracy- it cannot and never will be. But children need to learn how to participate in a community and to prepare themselves for democratic citizenship.

It is astounding what power being kind, mannered, polite and considerate has in transforming your life.

It is better to enlighten men’s minds than to teach them to be obstinate in their prejudices.

It is difficult to fill a broken vessel, and impossible to fill a leaking one.

It is easier to write a book with footnotes than the same book written so that children can understand it.

İt is great honour for me to teach an intelligent person. However, it becomes waste of energy and time to teach something to a stupid fool, when under some efforts are under way you realize the stupidity of this person. For that reason, the appreciation of the teaching as a whole is determined by the social environment – this can be very honourable or meaningless job, depending on the level of intelligence of the audience to which it refers.

It is innate temperament, acting on a view of the facts necessarily incomplete, that has inspired so many different teachers.

[...] it is rare for a man who teaches to know his subject thoroughly; for if he studies it as he ought, he has in most cases no time left in which to teach it. [...]

It is never cruel to want to save yourself from being swamped by fools.

It is not really a “Negro revolution” that is upsetting the country. What is upsetting the country is a sense of its own identity. If, for example, one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody’s history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad.

It is so delightful to teach those one loves!

It is no accident that Sufis find that they can connect most constructively with people who are well integrated into the world, as well as having higher aims, and that those who adopt a sensible attitude towards society and life as generally known can usually absorb Sufi teachings very well indeed

It is said, in a fire, everyone runs away from it save for the fireman who run towards it. When dealing with students, be the fireman.

It's essential to keep moving, learning and evolving for as long as you're here and this world keeps spinning

I touch the future.. I Teach..!

I try to remember what I have too often forgotten to my peril: as far as teaching goes, when all you are is right, what you really are is in trouble.

It's better to teach people than to scare them, Lauren. If you scare them and nothing happens, they lose their fear, and you lose some of your authority with them. It's harder to scare them a second time, harder to teach them, harder to win back their trust. Best to begin by teaching.

It's iron that can sharpen iron; wood cannot do that.

It's like she's pulling Post-it notes out of her hair and lecturing from them, one of my peers once complained about the teaching style of my beloved teacher Mary Ann Caws. ...Ditto Eileen Myles, who tells a great story about a student at UC San Diego once complaining that her lecturing style was like 'throwing a pizza at us.' My feeling is, you should be so lucky to get a pizza in the face from Eileen Myles, or a Post-it note plucked from the nest of Mary Ann Caws's hair.

I try to learn better, do better. I have no idea how I got to be the one at the front of the classroom, the one who gets to be in charge of things. Most of the time, I feel like the kid who gets to sit at the adult table for the first time at Thanksgiving. I'm not sure which fork to use. My feet can't reach the floor.

It's an imperfect world, so you fit in perfectly.

It's funny how the ugly duckling always has so many beautiful things to teach us.

It’s not that I had more important things to do or that I didn’t want to help with whatever problems were interfering with her students being successful—rather, it’s this horrible truth that life has taught me: misplaced hope is the most devastatingly painful thing you can give someone.

It's very hard to teach anything to a young man who knows everything.

It still amazes me that we insist on teaching algebra to all students when only about 20 percent will ever use it and fail to teach anything about parenting when the vast majority of our students will become parents.

It's why I went into teaching in the first place. I like the sound of my own voice. Well that, and I am addicted to the smell of chalk and white-board markers.

It was only a couple of chickens. Real chickens. The kind that walk around clucking and pecking. Which is what they were doing. Only no one else seemed to care, or even notice. This is normal? Obviously I had a little hiccup reading my notecards. Understandable. I was talking to forty orphans who had to share a dirt floor with two chickens. No one in college had ever prepared me for this scenario.

It was at that moment that I called in a few of the top Fidgeters who, under my directions, set about organizing the destruction of the young. The method is quite straightforward; the children are taken at the time when their intelligence is not yet fully developed, and their passions respond to the slightest stimulation; they are made to live in companies, dressed and armed uniformly, and by means of magic speeches and collective physical exercises, whose secret is ours alone, we give them what we call "the cult of the common ideal"; this is an absolute devotion to a loud-mouthed, authoritarian person, or to a particular form of dress, or to some catch phrase, or to a certain grouping of colors, or whatever. All we need then is to have here two opposing groups of young people (or more than two, but an even number is preferable) who have been kept at a high level of emotional tension; the sole precaution to take is to leave no time for their brains to function, but that's easy enough. Then (are you with me?) when they have reached just the right pitch, they are let loose on one another...and afterwards, we can breathe easy for a while. This, at the same time, occupies and enriches the manufacturers and sellers of uniforms and armaments, and the authors of tracts which recommend the uses of carnage, one of whom wrote recently: "The young man who is not killed in the flower of youth is not a young man, he is the old man of tomorrow.

It was one of the only times in my teaching career that I got angry and showed it in class. I was young and inexperienced, and I thought certain standards were respected and understood.

It takes generosity to be the one teaching, and humility to be the one being taught.

It was one of those striking moments in life where you find familiarity in the inexplicable.

I've come to believe in my bones that children - especially children in poverty - are desperate for an education to help them discover a sense of meaning and purpose. Yet, we have decided to narrow our focus to academic achievement, which creates an unhealthy fixation on grades as a sole indicator of self-worth.

I've come to suspect that whenever any ability is difficult to learn and rarely performed well, it's probably because contraries are called for - patting the head and rubbing the belly. Thus, good writing is hard because it means trying to be creative and critical; good teaching is hard because it means trying to be ally and adversary of students; good evaluation is hard because it means trying to be subjective and objective; good intelligence is rare because it means trying to be intuitive and logical.

I want to live until I learn everything -absolutely, then just die... Or; wait, no; I want to still live to teach it to other people" "أنا عايز أعيش لحد ما أتعلم كل حاجة على الإطلاق، وبعد كدا أموت عادي ... أو أستنى، لأ، عايز أفضل عايش عشان أعلمها لناس تانية