A Quote by Lydia Davis
I find teaching - I like it, but I find just walking into the classroom and facing the students very difficult.
Related Quotes
I find it very difficult to relate to India's new middle class. This very patriotic and neoliberal group that mixes religion and economics together. I find them very irksome. Very difficult to like. They are privileged, but they don't want to talk about their privilege. It's difficult to find poetry amongst these people. Some sort of hidden spirit of beauty.
What do you think this very difficult situation will push? Especially in the hearts of those who are facing the starvation, facing the unemployment, facing this siege, facing the tragedy of their families - the poverty of their families. Some of them, they didn't find food to eat. What do you expect from them? In spite of death, our people are still patient. But patience has limits.
It's very hard to find good and wholesome, edifying and challenging writing for the students to perform. In my classroom I strive to do that as best as I can.
When we were kids, we would just go walking: just walk in a direction and hope that you were gonna find a crashed alien spaceship or buried pirate's treasure or something like that. You never did. You'd find, like, a coyote skeleton, something like that. That was the most exciting thing you'd ever find.
I find it very difficult to relax. I find it increasingly difficult to find outlets for my frustration.
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.
Be not in despair, the way is very difficult, like walking on the edge of a razor; yet despair not, arise, awake, and find the ideal, the goal.
When it comes to my vocabulary, I felt a responsibility when I was teaching to raise the bar of conversation in my classroom. And with my own students, I refused to let them use the phrase "I like" or "I don't like" when we were engaged in a critique.
Teaching is really very, very important. I always tell my students that you should find an opportunity to teach. When you teach others, you teach yourself.
Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs.
I am very annoyed about this issue. Why can’t it be a choice? Why is that any less legitimate? It seems we’re just ceding this point to bigots who are demanding it, and I don’t think that they should define the terms of the debate. I also feel like people think I was walking around in a cloud and didn’t realize I was gay, which I find really offensive. I find it offensive to me, but I also find it offensive to all the men I’ve been out with.
Film theory has nothing to do with film. Students presumably hope to find out something about film, and all they will find out is an occult and arcane language designed only for the purpose of excluding those who have not mastered it and giving academic rewards to those who have. No one with any literacy, taste or intelligence would want to teach these courses, so the bona fide definition of people teaching them are people who are incapable of teaching anything else.
I find it very difficult to see the boundary between womenswear and menswear. It's bizarre the ways in which society reacts; they find it difficult to comprehend seeing parts of the body on a man. I think it's fascinating.
I'm very struck by what you can do in a classroom. I've got 200 students. You don't do partisan politics in a classroom, that's not appropriate. But you want to give them a strong sense that these are the issues that matter.
I enjoy the work; I just don't like the glamour side of it. I find that very difficult to handle.
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
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