A Quote by Mary Hatwood Futrell

When the uncapped potential of a student meets the liberating art of a teacher, a miracle unfolds. — © Mary Hatwood Futrell
When the uncapped potential of a student meets the liberating art of a teacher, a miracle unfolds.
Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices.
A good teacher can never be fixed in a routine... each moment requires a sensitive mind that is constantly changing and constantly adapting. A teacher must never impose this student to fit his favourite pattern; a good teacher functions as a pointer, exposing his student's vulnerability and causing him to explore both internally and finally integrating himself with his being. Martial art should not be passed out indiscriminately.
I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.
A master of an art is someone who's been mastered by the art. They've become so one with what they teach that you can't tell the teacher from the student.
When classes are small enough to allow individual student-teacher interaction, a minor miracle occurs: Teachers teach and students learn
The ideal teacher student relationship exists when the student is better than the teacher.
The student ends up lusting after time with the teacher, hanging on her every word, and forgetting that this is about him or her, the student, not the teacher.
A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.
I founded a club, which is called the Brutally Early Club. It's basically a breakfast salon for the 21st century where art meets science meets architecture meets literature.
Who would be an artist that was perfectly happy? Maybe nowadays, but when I grew up in the '60s, you had nobody in the art club who was popular. No cheerleaders in the art club. I was told that I couldn't be a painter by my first painting teacher. I said I wanted to go to Cooper and be an art student, and he said, "You'll be a waitress." It was really the strangely indifferent parenting.
When one gives whatever one can without restraint, the barriers of individuality break down. It no longer becomes possible to tell whether it is the student offering himself to the teacher, or the teacher offering herself to the student. One sees only two immaculate beings, reflecting one another like a pair of brilliant mirrors.
The kind of teaching that transforms people does not happen if the student’s inward teacher is ignored… we can speak to the teacher within our students only when we are on speaking terms with the teacher within ourselves.
I went to school at the San Francisco Art Institute, thinking I was going to become an art teacher. Within the first six months I was there, I was told that I couldn't be an art teacher unless I became an artist first.
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
The finest teaching touches in a student a spring neither teacher nor student could possibly have preconceived.
A student who considers everybody and everything as a teacher will eventually be the teacher of the teachers!
This site uses cookies to ensure you get the best experience. More info...
Got it!