A Quote by David Eddings

I taught in a small teacher's college for three or four years, at which point all the administrators got a pay raise and the teaching faculty didn't. — © David Eddings
I taught in a small teacher's college for three or four years, at which point all the administrators got a pay raise and the teaching faculty didn't.
My first official teaching job was at GIT, which was fantastic because I wanted to pay the rent and I got to stay in the building, which is an inspiring place to be - the vibe was there. My first gig was doing private lessons. It went great. Then they decided to promote me to a classroom teacher. I taught a class called Single String Technique.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
I can't be bought with money. If someone calls me and asks me to work for them for three or four years, and they'll pay me well to build their vacation home, I ask myself why I should work three or four years on something like that.
I have a lot left. There's only four or five good centers in the league and I'm in that number. ... I've been in it for 17 years but I've missed three years because of injury. If you do the math, I've still got three years left. You got that?
I'd like to give every young teacher some good news. Teaching is a very easy job. Administrators will tell you what to do. You'll be given books and told chapters to assign the children. Veteran teachers will show you the correct way to fill out forms and have your classes line up.And here's some more good news. If you do all of these things badly, they let you keep doing it. You can go home at three o'clock every day. You get about three months off a year. Teaching is a great gig.However, if you care about what you're doing, it's one of the toughest jobs around.
I started out as the president of a small college in Minnesota in 1947. And I had five years of experience at the college. Then we went to Los Angeles. And the press got to what we were doing. And I went to Boston, which is my next series of meetings. That was in 1950.
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.
The most important change, and it's been going on for at least three decades, is the increasing "professionalization," if that's a word, of the faculty. By professionalization I mean the tendency of faculty members to have Ph.D.'s in their academic specialties, and for these specialties to be ever more narrowly defined. The higher-rated schools may have chief executives in residence or retired execs on three-year teaching fellowships, but the days when most faculty members had considerable prior experience as businessmen or women - those days are mostly over.
The purpose of studying Buddhism is not to study Buddhism, but to study ourselves. That is why we have teaching. But the teaching is not ourselves. It is some explanation of ourselves. To study the teaching is to know yourselves. That is why we do not ever attach to the teaching, or to the teacher. The moment you meet a teacher you should leave the teacher, and you should be independent. You want a teacher so that you can be independent. So you study yourselves. You have the teacher for yourselves, not for the teacher.
Assimilating college sports into the university would prevent them from being run as autonomies or fiefdoms. And you don't need an NCAA bylaw or an act of Congress to do it - just an active, empowered faculty and some administrators with backbone.
I came from a very small high school in which there was no guidance and not any appreciable amount of physics taught, nor much mathematics. So I didn't know what academia was all about until I got to college.
I got a very late start at fatherhood. I'm a late bloomer in general. It took me seven years to get through four years of college. I was five years away from 40 before I had a family, and I had never been around kids much at all. All of a sudden, I was around three boys all the time.
While I was in India, my yoga teacher asked me to start teaching, and my life became about that for years. I taught 18 classes a week, therapeutics, and traveled to study with other teachers.
With a regular venture fund, you raise, let's say, a billion dollars, and then over the next three or four years, you've got to invest that money; otherwise, the people who invested with you will say, 'What are you doing? You're just collecting fees on our money.'
I had one or two steady girlfriends in high school, but then in college, it was three, four... I went crazy. At one point I had three separate girlfriends, running around mad.
When I was a freshman in college I went to Grinnell College in Iowa. I brought my poems to my freshman humanities teacher whose name was Carol Parsinan, a wonderful teacher. And Carol did a really great thing for me. She taught me more than anyone.
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