A Quote by Kelly Gallagher
I am not simply teaching the reading; I am teaching the reader.
Related Quotes
The Chinese government knows that what I am teaching is good and that I am teaching people to have high moral values.
So I am not teaching you to be good, I am not teaching you to be bad; I am teaching you only to be whole. To be whole is to be healthy and to be healthy is to be holy.
What I am teaching is religiousness, a quality. Religion is a dead dogma, fixed principles, frozen fossils. What I am teaching to you is a living, flowing religiousness - an experience like love.
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
With almost every book I've written, my secret target audience is the young therapist. In this way, I am staying in my professorial role; I'm writing teaching stories and teaching novels.
Foreign languages, I think they are important but I don't think it should be required because-actually I think they should be teaching you English and then teaching you how to understand double talk-a politician's double talk-not teaching you how to understand French and Spanish and German, when am I going to Germany? I can't even afford to pay my rent in America, how am I going to Germany?
I am teaching. Storytelling is teaching
I am teaching you to live simply. To live with an idea is a very complicated living, it is cunning. To live simply, just like trees and birds.
If success in selling is my primary interest, I am not primarily a writer, but a salesperson. If I teach success in selling as the writer's primary objective, I am not teaching writing; I'm teaching, or pretending to teach, the production and marketing of a commodity.
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.
For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.
I dispute the idea that we turn into our parents. These children who have come into my life are unique beings. I don't think I am teaching my children anything, frankly. I think they are teaching me.
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.
Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.
I was aware that the teaching of drawing was being stopped almost 30 years ago. And I always said, 'The teaching of drawing is the teaching of looking.' A lot of people don't look very hard.
The truth is, I should have never done teaching. I did teaching because I didn't have the bottle to have a go at comedy. Whether there's any gain to comedy is not for me to say. But certainly it was no loss to teaching.
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