A Quote by Paul Gilbert
I've certainly enjoyed doing clinic tours for larger audiences, but the most valuable teaching experience has been the hundreds of lessons that I've given where I can hear the students play.
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I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.
For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.
There are certainly laws and elements that make a film more accessible to mainstream audiences. If you've got Tom Cruise as a strongman, I'm sure it would have larger audiences, but it wouldn't have the same substance.
The most permanent lessons in morals are those which come, not of book teaching, but of experience.
I have hundreds and hundreds of songs waiting to get on albums, but I don't know about the three-month radio tours and if I'll be interested in that. I haven't figured it out, but I will definitely be doing music, whether it is independent or with a major record label.
Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
It is not uncommon for ignorant and corrupt men to falsely charge others with doing what they imagine that they themselves, in their narrow minds and experience, would have done under the circumstances of a given case, and the surest check, often the only check, on such perjury, is to recognize the impossibility that men of larger instruction and resources and experience could have been guilty of such conduct.
The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'
In my own research, teaching and consulting experience I have to combine lessons from the field in a relatively inductive and open fashion with theoretical frameworks and conceptual arguments. The skills to deal with theory and conceptualization are a direct result of my formal education - reading, learning and conversations with other PhD students.
I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.
I've enjoyed appearing in Atlantic City. East Coast audiences are a bit brighter than Las Vegas audiences. I think most entertainers will tell you the same thing. The East Coast audiences are more perceptive - especially when it comes to a performer with a theatrical background.
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.
Never waste time and energy wishing you were somewhere else, doing something else. Accept your situation and realize you are where you are, doing what you are doing, for a very specific reason. Realize that nothing is by chance, that you have certain lessons to learn and that the situation you are in has been given to you to enable you to learn those lessons as quickly as possible, so that you can move onward and upward along this spiritual path.
I've been on hundreds and hundreds and hundreds of auditions in my life, so it's not unusual that I went in for 'Glee.' What was unusual is that it was a week, exactly, after I had given birth.
I'm very happy to sing whatever I'm singing. I've always enjoyed any role I've been given at a certain time. They've all been favourites, they've all been wonderful pieces to play.
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