A Quote by Lydia Davis
I am basically the sort of person who has stage-fright teaching. I kind of creep into a classroom. I'm not an anecdote-teller, either, although I often wish I were.
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I have horrible stage fright - you know how you go through the bi-polar stage fright thing? Then you go on drugs to get over the stage fright and perform, but then you're not funny at all.
The whole concept of stage fright is fascinating. Actors get stage fright, but they wouldn't be on the stage in the first place if they just succumbed to it. There's this love/hate relationship with the spotlight.
I'm so scared of doing theater. I've got stage fright, although they keep asking me to come back.
I am basically a story-teller.
I don't know about other comedians, but I know that I never have felt anything like stage fright. I've felt nervous before big shows, but I think that's different than stage fright.
People say to me, you have not got stage fright. And if I haven't got stage fright, then I'm going to be comfortable within myself, and then something - I've always been that way and so I'm fighting to get away from that fear.
Martin [Luther King] wasn't, basically, the kind of person - certainly at the stage that I knew him closest - wasn't the kind of person you could engage in dialogue with, certainly, if the dialogue questioned the almost exclusive rightness of his position.
People ask me if I have stage fright. I say, "God, no, I'm completely comfortable there. I have rest-of-the-day fright."
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.
I have sometimes, probably, forgotten - and I know I have - to pat the back of someone or said thank you enough times or maybe even once sometimes I wish I were perfect. I wish I were just the nicest, nicest, nicest person on Earth. But I am a business person.If I were a man no one would ever say that I was arrogant.
In my career, I've had kind of a strange trajectory as an actor. I started out doing movies and theater and stuff, but then I had a terrible problem with stage fright as an actor on stage, and I quit stage acting for a long, long time.
We all wish we were better. I wish I were a better artist, wish I were a kinder person, wish I were all kinds of things. But we're stuck with ourselves. I have good friends. And that in itself convinces me that I deserve to live.
A person is either himself or not himself; is either rooted in his existence or is a fabrication; has either found his humanhood or is still playing with masks and roles and status symbols. And nobody is more aware of this difference (although unconsciously) than a child. Only an authentic person can evoke a good response in the core of the other person; only person is resonant to person.
This [Thelonious Monk: The Life And Times Of An American Original] is another one of those books with the perfect blend of anecdote and analysis. The analysis is built into the anecdote. It has that right feel about it. It's not too scholarly, either.
A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.
I prefer the competitive atmosphere of a classroom setting, like yoga or Pilates. That keeps me going. Although performing on stage is great exercise!
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