A Quote by Derek Walcott
As much as I like teaching and students, it's a kind of rigor, a discipline, that's against my body.
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The discipline of the Old Testament may be summed up as a discipline teaching us to abhor and flee from sin; the discipline of the New Testament, as a discipline teaching us to die to it.
We just can't shake monogamy. It definitely demands a kind of rigor and discipline and selflessness. But it's also fun.
What I like about teaching is the discipline of finding words to unpack the artistic process. And I admire the drive in students who want to write, the mystery of how artistic talent unfolds.
I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!
Christianity began as a religion of the poor and dispossessed - farmers, fishermen, Bedouin shepherds. There's a great lure to that kind of simplicity and rigor - the discipline, the call to action.
I've always loved teaching acting. I think it helps me to kind of get back to basics. It's like a refresher course for me as well, so in a sense, I'm hopefully learning as much as my students are - or at least discovering or re-discovering as much as they are. I find that when I teach, I'm reminded of my own sort of failings. I'm reminded of where I sometimes keep going wrong.
Be light-hearted, light-footed. Be of light step. Don't carry religion like a burden. And don't expect religion to be a teaching; it is not. It is certainly a discipline, but not a teaching at all. Teaching has to be imposed upon you from the outside and teaching can only reach to your mind, never to your heart, and never, never to the very center of your being. Teaching remains intellectual. It is an answer to human curiosity, and curiosity is not a true search.
The rigor and discipline we use in running our business is key to consistently executing our growth strategy. And we systematically applied the same discipline to our investments, including acquisitions.
Discipline is positive. Discipline is training. Teaching and discipline are inseparable.
The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'
Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
The scientific spirit, the contempt of tradition, the lack of discipline and the exaltation of the individual have very nearly made an end of art. It can only be restored by the love of beauty, the reverence for tradition, the submission to discipline and the rigor of self-control.
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.
Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
It makes little sense to spend a month teaching decimal fractions to fourth-grade pupils when they can be taught in a week, and better understood and retained, by sixth-grade students. Child-centeredness does not mean lack of rigor or standards; it does mean finding the best match between curricula and children's developing interests and abilities.
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