Best 3735 quotes in «teaching quotes» category

You got to look outside- your eyes- you got to think outside- your brain- you got to walk outside- your life- to where the neighborhoods change.

You have to dream. We all have to dream. Dreaming is OK. Imagine me teaching from space, all over the world, touching so many peoples lives. Thats a teachers dream! I have a vision of the world as a global village, a world without boundaries. Imagine a history teacher making history!

You have to be literate in today's world. We're not going to get away with not teaching boys to read.

You hear peewee coaches teaching the 'trap'. What the heck are we doing teaching the 'trap'? Let the kids go, let them have fun; that's how you improve.

You have to think of your brand as a kind of myth. A myth is a compelling story that is archetypal, if you know the teachings of Carl Jung. It has to have emotional content and all the themes of a great story: mystery, magic, adventure, intrigue, conflicts, contradiction, paradox.

You know, even growing up going to school, I had teachers that were against bilingual teaching. I never understood that. My parents always had me speak Spanish first knowing I was going to speak English in school.

You know, in America, Christian fundamentalism vs. science. You know, be it teaching Darwinian evolutionary theory or stem cell res- You know, the whole thing, and then the issue of women being educated in Middle Eastern - I mean, it just seems so contemporary. In terms of spirituality, it's interesting because I actually think (her character in Agora) Hypatia is very spiritual.

You know, our fundamentalist friends dislike the teaching of evolution in schools because of the effect they feel it has on our view of our own special importance, while liberals insist that scientific and spiritual matters can be kept in separate compartments. On this point, I tend to agree with the fundamentalists, though I come to opposite conclusions about teaching evolution because I am convinced it's true.

You know that you are a teacher when you spend more money on school stuff than you do on your own children.

You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.

You may study with the highest teachers, but you will find no one but yourself teaching you. You may travel the world over, yet find nothing but yourself, reflected the world over. So if you now find yourself in a cell, take heart that of all the teachers in the world, out of all the places in the world, you still have with you the only ultimate ingredient of your journey: yourself.

You must invent your own games and teach us old ones how to play.

Young men just don't know what it means to be a man. There are so many lies about what it means to be a man whether that be get a bunch of girls or get a bunch of money or don't cry and don't have emotions. Nobody is teaching them how to be men.

Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people. I've even talked to people who didn't necessarily go into teaching thinking they wanted to work at a charter school or even may have been considered critics of the charter school movement, and found that it was the only way for them to get their foot in the door. So young people just have much more familiarity with the concept.

Young writers should be encouraged to write, and discouraged from thinking they are writers.

Your desire or beliefs will literally be reaching back into time, teaching the nerves new tricks. Definite reorganizations in that past will occur in your present, allowing you to behave in entirely new fashions. Learned behavior therefore alters not only present and future but also past conduct.

Your education tends to develop the brain while it neglects the heart, so you have a longing for teachings that develop and strengthen the good heart.

You're not lonely when you're teaching, you're not quiet, you're laughing most of the time, you're having a wonderful time interacting with young people. It's the best fun in the world.

You shall find, that there cannot be a greater spur to the attaining what you would have the eldest learn, and know himself, than to set him upon teaching it his younger brothers and sisters.

Your Master Teacher knows all you need to learn, the perfect timing for your learning it, and the ideal way of teaching it to you. You don't create a Master Teacher -- that's already been done. You discover your Master Teacher.

You see, my Lord Archbishop, what is "dubious" about my theology is not that it contradicts particular doctrinal teachings, things are much worse or better: what I want, is no more and no less than a fundamental change in the whole way that theology is done today; but I want this out of faith, not out of faithlessness.

You see, no one can teach anybody. The teacher spoils everything by thinking that he is teaching. Thus Vedanta says that within man is all knowledge-even in a boy it is so-and it requires only an awakening, and that much is the work of a teacher.

You should always take a religion at its best and not at its worst, from its highest teachings and not from the lowest practices of some of its adherents.

You say you're worried about kids? I'm not worried about kids, I'm worried about grown ups... Children are not the problem here... We spend the first year of their lives teaching them how to walk and talk, and the rest of their lives telling them to shut up and sit down.

You will realize that doctrines are inventions of the human mind, as it tried to penetrate the mystery of God. You will realize that Scripture itself is the work of human minds, recording the example and teaching of Jesus. Thus it is not what you believe that matters; it is how you respond with your heart and your actions. It is not believing in Christ that matters; it is becoming like him.

You [the teacher] do not merely insert a lot of facts, if you teach them [the students] properly. It is not like injecting 500 cc. of serum, or administering a year's dose of vitamins.

Zen is not some fancy, special art of living. Our teaching is just to live, always in reality, in its exact sense. To make our effort, moment after moment, is our way.

Zen provides a structure that supports our exploring the practice and the teachings for ourselves.

Zen lives in the present. The Whole teaching is: how to be in the present; how to get out of the past which is no more and how not to get involved in the future which is not yet, and just to be rooted, centered, in that which is.

Zen is to religion what a Japanese "rock garden" is to a garden. Zen knows no god, no afterlife, no good and no evil, as the rock-garden knows no flowers, herbs or shrubs. It has no doctrine or holy writ: its teaching is transmitted mainly in the form of parables as ambiguous as the pebbles in the rock-garden which symbolise now a mountain, now a fleeting tiger. When a disciple asks "What is Zen?", the master's traditional answer is "Three pounds of flax" or "A decaying noodle" or "A toilet stick" or a whack on the pupil's head.

Zen was an attempt to get back to the purest teachings of the Buddha -enlightenment without strings.

A book is a whole world that you can fit into your pocket.

Aboriginal Okinawan Karate was traditionally taught in modest home Dojos, in small informal groups (sole purpose of teachings revolved around life preservation), in A closely tied supportive environment; unlike main island modern Japanese version with rivalry and competition, instructed in large groups belonging to even larger organizations with pseudo-militaristic hierarchy

[About describing atomic models in the language of classical physics:] We must be clear that when it comes to atoms, language can be used only as in poetry. The poet, too, is not nearly so concerned with describing facts as with creating images and establishing mental connections.

Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.

A classroom is like a Greenhouse where the teacher must provide essential amenities like knowledge and life-skill with patience and empathy, control temperatures and provide adequate ventilation to release unwanted energies for everyone and everything to bloom.

Active critical reflection is necessary in every aspect of our teaching, not only in front of a class. We must try to reevaluate our own values and experiences as they relate to our teaching. Our assumptions and theories about teaching composition must remain open to inspection, evaluation, and revision, a condition that requires an active inquiry paralleling the inquiry in which we engage our students.

Achieving your goal is great Exceeding your goal is exceptional Exceeding your goal and teaching others is Leadership

A good place to begin, is to forgive yourself for judging in the first place.

Adjunct teachers are the professorial equivalent of the migrant Mexican farm laborers hired during harvest. If you can get a good contract at the same farm every year, where the farmer pays you on time and doesn't cheat or abuse you, then it's in your best interest to show up consistently from year to year.

A good expository paper will benefit far more people than most research papers. A good text is worth a thousand of the usual trifles that appear in research journals.

A good student learns from his teacher. A great student learns to teach himself.

A great professor considers his student's success as a reflection of his own. He will not remain indifferent in the case of continuous poor exam results, but will do as much as possible to overcome such a situation.

A good teacher is one, that never stops listening; a good listener is one, that never stops teaching.

Adrienne started teaching a few months ago in Denver and wrote that it leaves you with a constant feeling of deceiving people. That you know nothing they don't, or couldn't learn on their own if they cared to.

A good example is the best gift you can offer to your children. In your absence, your example is present, which means you are present always!

A good teacher does not teach all that he knows. He teaches all that the learners need to know at the time, and all that the learners can accountably learn in the time given.

A good teacher: one who teaches you nothing.

A good teacher does something more than teaching; he makes you start learning.

A good teacher is like a flower that spreads its fragrance and attracts others :-) -