Best 3735 quotes in «teaching quotes» category

We do not actually know other nations; we only know our judgements.

We find that in the absence of demonstrable truth, the best we can do is to exercise the greatest diligence, humility, insight, intelligence, and industry in trying to arrive at the nearest values to truth. I hope, of course, to argue convincingly that having done this, we have an inescapable duty to seek to inculcate others with these values.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It’s a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

We don't teach flowers to bloom; we ensure they have the best conditions in which to do so.

We have to teach the young that no one is out to do them any favours, even NGOs are formed for some motives, either to steal or to promote a particular person's image or that of an organisation etc. If you must get anything out of anyone, you must come with a bargaining chip.

We may take as our guide, here, John Dewey's observation that the content of a lesson is the least important thing about learning. As he wrote in Experience and Education, "Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only what he is studying at the time. Collateral learning in the way of formation of enduring attitudes may be and often is more important than the spelling lesson, or the lesson in geography or history. For these attitudes are fundamentally what count in the future." In other words, the most important thing one learns is always something about *how* one learns. As Dewey wrote in another place, "We learn what we do.

We must trust that what we're doing has a purpose. We must realize that we're not here to make kids conform or perform, but that we're here to help them to develop their own unique skills and talents, not the ones we want them to have or the ones we think they should have.

We must teach our girls that if they speak their mind, they can create the world they want to see. (145)

We need people who push boundaries rather than retreat inside them.

We seek excellence before we seek understanding, wisdom before we gain knowledge, success before we understand hardwork; for this reason we need great teachers and leaders.

We shall always meet teachers but we shall seldom meet good teachers. We shall seldom meet a good teacher who is good enough to direct the body, mind and soul towards the path of true purposefulness. We shall hardly meet good teachers who are good enough to leave indelible and distinctive footprints in our minds; good teachers whose words, thoughts, actions and wonderful deeds would continue to reecho themselves in our minds and become the yardstick, guiding principles and reasons for the steps we take each moment of time. We shall always meet teachers but, we shall seldom and hardly meet great teachers!

We spend a life time seeking Knowledge. So where does it go to when we are gone? Leave it behind with others while you still can. Someone there like has a mind like a sponge ready to soak it all in.

...we spend a lot of time defining behavior by the negative "that was inappropriate." These commands are vague and inefficient...Telling students what to do in a way that is specific, concrete, sequential and observable refocuses us on teaching.

Weigh every word that you tell your children, and consider consequence of every action. Children take every word and action seriously. When they think of their childhood, let them remember one kind word, one loving pat and a smile that gave them a million hopes.

We understand why it is better to teach a starving man to fish, but a repertoire course is worse than handing a a fish to a starving man. Our students are not starving; if anything, they are drowning in a sea of information. So a survey course is more like handing a giant box of chocolates to a fat, rich man.

We understood that Genesis wasn't the first story but, rather, that the creation of Genesis was. I'd go into the classroom prepared to discuss whatever book or poem or passage was on that day's agenda, and sometimes, against all odds, those discussions were spirited and engaging, and they told me everything I needed to know about my future as a teacher: I had none. It was books I was drawn to--the smell of them, the feel of them, the way they invaded and captured me--not talking about books. I enrolled in library school and got a part-time job as a used-book store, taking orders over the phone.

We were supposed to be an English literature class, but Miss Nesbitt used literature to teach real life. She said she didn't have time to teach us like a regular English teacher--we were too far behind. Instead, she taught us the world through literature.

What can a little town teach you? It can teach you how a little place already contains the whole features of the entire world!

What if at school you had to take an art class in which you were only taught how to pain a fence? What if you were never shown the paintings of Leonardo da Vinci and Picasso? Would that make you appreciate art? Would you want to learn more about it? I doubt it...Of course this sounds ridiculous, but this is how math is taught.

We watched, and he taught us like he did every day we were with him. He showed us how to forgive.

We teach best by how we live life; who we are instructs with absolute clarity.

We teach people in order to open up their minds and release their captive powers. But we cannot predict the result. Freedom - we free their minds from superstition. We give the people the keys of the future to act therein as they wish.

We teach what we need to learn. And we teach it until we get it.

What if you started acting like what you do for kids is more important than anything else you do.

What salt is to food, passion is to teaching.

What should you do when a bundle of student evaluations shows up in your mailbox? It had been a pretty good week till you saw that familiar package waiting for you. Honestly, after 25 years of teaching, we still pick and choose when to open that package. If there is something important pending, or even something just plain enjoyable going on, at the time the evaluations arrive, we hold off opening them. We wait for a quiet time, generally near the end of the week, and at the end of the day, to open them. This is not because we expect them to be bad, we just know that if there are two or three negative reviews, it will sting. Like a garlic taste that lingers after lunch well into the afternoon, negative teaching evaluation comments are the strongest and get replayed in our mind for a while.

What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined! I stand for a different education: a different education where students will not just learn books but life! I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles. I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding! I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly! I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence! I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life! I stand for a different education: a different education where students will learn with inspiration even in their desperations! I stand for a different education: a different education where teachers are seen as true epitome of education! I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure! I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn! I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such! I stand for a different education: a different education where education means creativity! Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!

What you reveal shows the essence of your teaching

What we want for others doesn't work unless they want it for themselves.

When all good and great teachers die, ignorance will awake and teach so well, with an understandable vigor, and all students of ignorance will do all things because of ignorance, with an unthinkable joy and vigor!

What we instill in our children will be the foundation upon which they build their future.

When children are taught to be "good" and keep everyone happy, it teaches them that they have the impossible burden of being responsible for other people's happiness.

When all the teachers are gone, who will be your teacher? The student replied: “Everything! Kobun, paused, then said: “No, you".

When children like a subject, it has something to do with that teacher who taught them to use invisible binoculars in order to look at concepts that are a long way away.

When a person sets out to learn from others and not to teach others he becomes a true writer.

Whenever one comes to the the table for interreligous dialogue, there is what I would call an _ecumenical taboo_ that one has to comply with. The ecumenical taboo_ does not exist in a written document, but people tend to practice it around the dialogue table. One should not raise, for instance, such questions as gender justice, sexual orientation issues, religious constructions of the other, multiple forms of violence in a religious community, or religious cooperation with neo/imperialism. each religion has its own _history of sin_ that has justified and perpetuated oppression and exclusion of certain groups of people through its own religious teaching, doctrine, and practice. In order to be _nice_ and _tolerant_ to one another, interreligious dialogue has not challenged the fundamental issues of injustice that a particular religion has practiced, justified, and perpetuated in various ways. I do not disregard that most ecumenists have based interreligious dialogue on a politics of tolerance, and this has played a significant role in easing the antagonism between religions, at least among the leaders of established religions. However, we should ground an authentic ecumenism and theology of religion in a _politics of affirmation and transformation, rather than a politics of tolerance_.

Whenever pastors assume people in their congregation know certain things, they miss opportunities to teach. If a pastor makes assumptions year after year, then a whole generation has never heard [that truth] for the first time. If we assume too much, we communicate too little.

When I act tough they listen politely till the spasm passes. They know.

When I took over as chair of the fashion program, I was horrified that only the faculty member was allowed to speak in a critique. I'm talking about perfectly nurturing teachers. But the rule was there would be no call of hands for students to contribute their feedback. It was embedded in the department's culture. That was alarming to me. When I was teaching, I was the least important person in the room as far as I was concerned--my students' points of view mattered most. I wanted to learn who they were and teach them to respect one another's perspectives. I would start off by saying something like, "I am having trouble understanding how this work solves the problem at hand. Here are some things about the work that I appreciate: X, Y, Z. But I see these virtues independent of the problem we're solving.

When is the last time your computer restarted you? Don't forget about nature. Recreation means to re-create yourself.

When people support you when you have done something wrong. It doesnt mean you are right, but it means those people are promoting their hate , bad behavior or living their bad lives through you.

When someone is hard on you it may have very little to do with you.

When someone is attacking you, they are coming to you for advice.

When teaching someone a boundary, they learn less from the enforcement of the boundary, and more from the way the boundary is established.

When someone is vicious toward you they are giving you a glimpse of the pain they carry in themselves.

When teaching children with autism we must be quick to adapt, follow our instinct and go off plan.

When you carry a frown you will see more frowns; when you carry a smile you will see more smiles.

When we want to awaken a thought in anyone, what are the means at our disposal? One only, to produce in him by word and sign states of sensibility and of imagination, emotion and memory in which he will discover our idea and make it his own.

When you are speaking to someone else you are really speaking only to yourself.

When you don’t learn the best, you will teach the worst.