A Quote by Samin Nosrat
My students regularly spend 20 hours or more in the kitchen with me. I try to teach them that even the most well-written recipe for, say, gazpacho can never take into account the ways in which a tomato that's lapped each morning and evening by coastal fog will taste completely different from one grown in a hot, inland valley.
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I make gazpacho with a little bit of bread, so it's thicker, and I like it to be more tomato- and green pepper-based. Everyone has their own preferences, of course. But I think my gazpacho is the best.
Spend regularly and constantly two or three hours of the morning in study and retirement. I do not take upon me to prescribe what you shall employ yourself about. I only propose the passing two or three hours of the twenty-four in private.
I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.
By now you know: I come from another planet. But I will never say to you, "Take me to your leaders." Even I--unused to your ways though I am--would never make that mistake. We ourselves have such beings among us, made of cogs, pieces of paper, small disks of shiny metal, scraps of coloured cloth. I do not need to encounter more of them. Instead I will say, "Take me to your trees. Take me to your breakfasts, your sunsets, your bad dreams, your shoes, your nouns. Take me to your fingers; take me to your deaths." These are worth it. These are what I have come for.
We need teacher educators who regularly spend a great deal of time in classrooms so they have a deep understanding of where they students will teach.
From morning till night, sounds drift from the kitchen, most of them familiar and comforting. . . . On days when warmth is the most important need of the human heart, the kitchen is the place you can find it; it dries the wet sock, it cools the hot little brain.
The stillness of the early morning scene enables me to take in and enjoy many things which pass me by during the bustle of the day. First, there are the scents, which seem even more generous with their offerings than they are in the evening.
As I continue to teach, I have more to offer my students, and as I continue to teach, I have more to learn from my students. I do know some writers who feel very drained when they leave the classroom, and for me this would be a sign that maybe it's time to take a break or refocus because I always leave the classroom even more excited than I was when I walked in.
As for my own business, even that kind of surveying which I could do with most satisfaction my employers do not want. They would prefer that I should do my work coarsely and not too well, ay, not well enough. When I observe that there are different ways of surveying, my employer commonly asks which will give him the most land, not which is most correct.
I take exercise for each part of the body: arms, legs, back and whatever muscles are required to keep the body fit. I do at least 20 different exercises daily for my upper and lower body. Then I come here every morning to do calf raises and play tennis. If there is time in the afternoon, I play tennis again. At least three hours I spend on weightlifting and bodybuilding.
It's like a kitchen, acting. Put a chef in a kitchen and they will have different recipes. Whatever your recipe, what works for you won't work for another.
I have to say that when you tour the world, obviously, the jetlags and different hours and ways of living and traveling, a lot of hours in the plane, and you wake up in the morning and you're not quite sure where you are, and it is very tiring.
Thoroughly unprepared, we take the step into the afternoon of life. Worse still, we take this step with the false presupposition that our truths and our ideals will serve us as hitherto. But we cannot live the afternoon of life according to the program of life’s morning, for what was great in the morning will be little at evening and what in the morning was true, at evening will have become a lie.
It is harrowing for me to try to teach 20-year-old students, who earnestly want to improve their writing. The best I can think to tell them is: Quit smoking, and observe posted speed limits. This will improve your odds of getting old enough to be wise.
If the thought of cold tomato soup makes you shudder, take it from a veteran, it's like a creamy gazpacho, but in a decent society, nobody should have to find out.
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.
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