Best 3735 quotes in «teaching quotes» category

I always felt called to serve, to empower and ennoble as many people as I could, teaching, truth-telling, exposing lies, bearing witness, and being willing to live and die for something bigger than yourself.

I always considered myself being an organizer. I'm very good at teaching singers, I'm very good at staging a show, to entertain people. But I never included myself. I never applied this to me as an artist.

I always like to make explicit the fact that before I went off not too long ago to fight in the trenches, I was a mathematician by profession. I don't like people to get the idea that I have to do this for a living. I mean, it isn't as though I had to do this, you know, I could be making, oh, three thousand dollars a year just teaching.

I always liked film as a teaching tool - a way of getting exposed to ideas that had never been presented to me. It just wasn't on the list of career options where I grew up.

I always say, don't be a Christian, be Christ-like. Don't be a Muslim, be Mohammed-like. Be Buddha-like. Emulate these great spiritual Masters and what they were teaching.

I always think that art is one of the most wonderful exciting curious ways to learn. I have no worries or apologies about art being used as a teaching medium.

I always wanted to be an actor, but in Edmonton, Alberta, that's not a success-oriented career. So I said, 'I'll get my (teaching) degree and then I'll see what happens, but I'll always have that to fall back on.' So if anybody were to look at me and say, 'Oh, you're an actor,' I could always say, 'Hey man, I'm a teacher!'

I am adamant that we must not cut back on funding of the teaching of the arts in the schools: music, painting, theater, dance, all of it. The great thing about the arts is that the only way you learn how to do it is by doing it.

I am afraid that we are beginning to be over-educated; at least everybody who is incapable of learning has taken to teaching -that is really what our enthusiasm for education has come to.

I am a teacher because teaching allows me to observe the universe at work, that moment when wakefulness suddenly occurs.

I am a teacher at heart. My goal is to inspire and energize audiences with ideas and possibilities that will challenge them to expand their perceptions of teaching and learning and dare to consider our professional future with optimism and excitement.

I am basically the sort of person who has stage-fright teaching. I kind of creep into a classroom. I'm not an anecdote-teller, either, although I often wish I were.

I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself... Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.

I am content to live and die as the mere repeater of Scriptural teaching - as a person who has thought out nothing and invented nothing - but who concluded that he was to take the message from the lips of God to the best of his ability and simply to be a mouth for God to the people. - mourning much that anything of his own should come between - but never thinking that he was somehow to refine the message or to adapt it to the brilliance of this wonderful century and then to hand it out as being so much his own that he might take some share of the glory of it.

I am committed to writing appropriate books for the middle grades. This means no bad language, no gratuitous or explicit violence, and no sexual content beyond what you might find in a PG-rated movie – expressions of who likes whom, holding hands, and perhaps the occasional kiss. The idea that we should treat sexual orientation itself as an adults-only topic, however, is absurd. Non-heterosexual children exist. To pretend they do not, to fail to recognize that they have needs for support and validation like any child, would be bad teaching, bad writing, and bad citizenship.

I am continually amazed by the credence given to religious claims in the intellectual community; and, as a human being, i am appaulled by the psychological damage caused by religious teachings-damage that often takes years to counteract.

I am deeply concerned with the diminution of the teaching strength of the country as a result of the disproportionately low salaries that are paid to teachers throughout the country.

I am familiar with what goes on in the Arab countries, and I'm sad to say that most of us want to annihilate Israel. We want to kill all the Israelis... Do you know what they used to say in the mosques in Egypt? "We want to go to the White House and turn it into the Islamic House..." We call upon the Arab countries to stop teaching hatred to the Arab children.

I am firm in my belief that a teacher lives on and on through his students. Good teaching is forever and the and the teacher is immortal.

I am indebted to my father for living, but to my teacher for living well.

I am immersed in architecture all day, working in my office or teaching.

I am in the Master of Professional Writing program teaching Humor Writing, Literary and Dramatic.

I am interested in most mythology. Celtic or Christian no more than anything else. I will admit to a pleasure and sense of hope in what I see as the basic teachings of Christ, stripped of the nonsense that has sometimes been accumulated about them and the embarrassing misunderstanding.

I am not a "Christian author." I am an author who is a Christian. While my books reflect my faith, they are not intended as teaching tools for a Christian audience per se. My books are stories created around principles that work for everyone and they work every time.

I am not a speaker nor a preacher. I have no mission to change the world. I have no original words or teaching to give anyone. I reflect only what I've seen and heard - most ordinary, very common. I have no fascination for fresh ideas and activity. All enthusiasm for worldly endeavours and strivings have all but gone. For me, thoughts, words and deeds- the activities of life, are merely the utensils for serving out the 'prasad' of the Being-ness.

I am not conscious of working especially hard, or of 'working' at all. Writing and teaching have always been, for me, so richly rewarding that I don't think of them as work in the usual sense of the word.

I am not teaching you anything. I just help you to explore yourself.

I am now half Asian. I have learned all the ancient teachings of Buddi.

I am presently in my thirteenth year of teaching a graduate course at the University of Southern California.

I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.

I am teaching you to live simply. To live with an idea is a very complicated living, it is cunning. To live simply, just like trees and birds.

I am sure that one secret of a successful teacher is that he has formulated quite clearly in his mind what the pupil has got to know in precise fashion. He will then cease from half-hearted attempts to worry his pupils with memorizing a lot of irrelevant stuff of inferior importance.

I began my career in communications and had the privilege of working with senior leaders in a variety of different business sectors. Eventually I decided that rather than helping them develop messages I wanted to help shape lives, that is through teaching, coaching and writing.

I began to hear what I was being taught about God, by the priest and my parish, and my exterior teaching did not coincide, did not match up, with my interior reality. And as they were teaching me about that God I was thinking: Who are they talking about? This was not how I experienced God. I gradually began to move away from the God of organized religion.

I am the person I want to be. I got to teach and had some of the greatest times in my life learning that I had some teaching skills and doing some incredible things teaching 200 hours of computers a year to fifth graders, making them experts at certain things.

I began teaching my son how to shoot when he was two, starting with the basics of a BB rifle. My theory is that kids get into trouble because of curiosity—if you don’t satisfy it, you’re asking for big problems. If you inform them and carefully instruct them on safety when they’re young, you avoid a lot of the trouble. My son has learned to respect weapons. I’ve always told him, if you want to use a gun, come get me. There’s nothing I like better than shooting.

...I believe in a God of scandalous grace. I have pledged allegiance to a King who loved evildoers so much he died for them, teaching us that there is something worth dying for but nothing worth killing for.

I believe God is doing a new thing in the world. God is always moving us to include more people in the kingdom. God has taught us that about people of color, about women, and now I think God is teaching that about gay and lesbian folk. And I am humbled and privileged that I might be playing a very small part in that grand and wonderful plan of God's.

I believe God wants you to have money to pay your bills, send your kids to college and do charity work and build orphanages. There's the teaching that we're supposed to be poor to show that we're humble. I don't buy that. I think we're supposed to be leaders. We're supposed to excel.

I began teaching in New York because I needed to stay in the United States and didn't have my immigration papers in order, so working for a university was a way of resolving the issue.

I believe it is by divine design that the role of motherhood emphasizes the nurturing and teaching of the next generation.

I believe in taking care of myself and teaching other people who want to learn. I don't believe in just printing money and giving money. I'm willing to teach those who are willing to learn. If you're not willing to learn, then go vote for Obama. I'm not Republican or Democrat, so don't get me wrong.

I believe in teaching, but I don’t believe in going to school.

I believe nothing merely because Calvin taught it, but because I have found his teaching in the Word of God.

I believe that education is the civil rights issue of our generation. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching is about so much more than education; it is a daily fight for social justice.

I believe sanity and realism can be restored to the teaching of Mathematical Statistics most easily and directly by entrusting such teaching largely to men and women who have had personal experience of research in the Natural Sciences.

I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.

I believe that every human soul is teaching something to someone nearly every minute here in mortality.

I believe that one of the most damning things about our culture is the adage to never talk religion and politics. Because we don't model this discourse at the dinner table and at Thanksgiving, we don't know how to do it well and we're not teaching our children about the world and about how to discuss it.

I believe that the biblical teaching is clear. It always contests political power. It incites to "counterpower," to "positive" criticism, to an irreducible dialogue (like that between king and prophet in Israel), to antistatism, to a decentralizing of the relation, to an extreme relativizing of everything political, to an anti-ideology, to a questioning of all that claims either power or dominion (in other words, of all things political), and finally, if we may use a modern term, to a kind of "anarchism" (so long as we do not relate the term to the anarchist teaching of the nineteenth century).