A Quote by Gilbert Highet
Know the subject; love the subject; like your students; know your students.
Related Quotes
Don’t go searching for a subject, let your subject find you. You can’t rush inspiration. … Once your subject finds you, it’s like falling in love. It will be your constant companion. Shadowing you, peeping in your windows, calling you at all hours to leave messages like, Only you understand me.
With my students, I always have to sell my subject because I know when you're 19, 20 years old, you've got other things on your mind besides American history. What I have to do is make this as compelling as possible.
Although there are some enormously gifted lecturers and preachers who do create community with oratory, I like to do anything I can to engage my students with each other, with me, and with the subject. And the subject, I think, always has to take prominence.
If your subject is crime, then you know at least that you're going to have a real story. If your subject is the maturing of a college boy, you may never stumble across a story while you're telling that. But if your story is a college boy dead in his dorm room, you know there's a story in there, someplace.
The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.
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.
Every year I teach dozens of students at the University of Birmingham. Most of the students on the gender and sexuality courses are women. I guess this is because the boys don't think that gender applies to them: that it's a subject for girls.
Growing up, I was like any Aussie kid - you know we love our sport - that was my favourite subject at school. That is a subject, right?
Whenever I felt down, whenever I started wondering what homeless shelter I would die in, [my mother] would buck me up by telling me: you know, Paul, the A students work for the B students, the C students run the companies, and the D students dedicate the buildings.
When you're trying to make a film, you're trying to find a way to love your subject, and you want your audience to love your subject.
You must forget all your theories, all your ideas before the subject. What part of these is really your own will be expressed in your expression of the emotion awakened in you by the subject.
What you need, above all else, is a love for your subject, whatever it is. You've got to be so deeply in love with your subject that when curve balls are thrown, when hurdles are put in place, you've got the energy to overcome them.
First figure out why you want the students to learn the subject and what you want them to know, and the method will result more or less by common sense.
Novels shouldn’t aspire to answer questions, and I wouldn’t presume to offer advice about love or marriage in any case. What’s fascinating to me about marriage as a subject for fiction—a subject that fiction has taken on with gusto since the 19th century—is how unknowable other people’s relationships are. Even the marriages of your parents, your siblings, your closest friends always remain something of a mystery. Only in fiction can you pretend to know people completely.
On one hand you want to see your subject well. On the other hand, you want to be caught off guard to retain the spontaneity. If you know your subject too well you stop seeing it.
What all great teachers appear to have in common is love of their subject, an obvious satisfaction in rousing this love in their students, and an ability to convince them that what they are being taught is deadly serious
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