A Quote by Stephen Neal

The good teacher discovers the natural gifts of his pupils and liberates them. — © Stephen Neal
The good teacher discovers the natural gifts of his pupils and liberates them.
The good teacher discovers the natural gifts of his pupils and liberates them by the stimulating influence of the inspiration that he can impart. The true leader makes his followers twice the men they were before.
A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.
The individual man, in introspecting the fact of his own consciousness, also discovers the primordial natural fact of his freedom: his freedom to choose, his freedom to use or not use his reason about any given subject. In short, the natural fact of his "free will." He also discovers the natural fact of his mind's command over his body and its actions: that is, of his natural ownership over his self.
Liebig was not a teacher in the ordinary sense of the word. Scientifically productive himself in an unusual degree, and rich in chemical ideas, he imparted the latter to his advanced pupils, to be put by them to experimental proof; he thus brought his pupils gradually to think for themselves, besides showing and explaining to them the methods by which chemical problems might be solved experimentally.
The man who is an initiate of one of the great Mystery Schools never fears to let his pupils outdistance him, because he knows that it stands him in good stead with his superiors if he is constantly sending up to them aspirants who 'make good.' He therefore never tries to hold back a promising pupil, because he has no need to fear that pupil, if allowed to penetrate into the Mysteries, would spy out the nakedness of the land; he will rather bring back a report of its exceeding richness, and thereby confirm the statements of his teacher and spur his fellow pupils to yet greater eagerness.
No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he believes to be of value.
A good teacher protects his pupils from his own influence.
True teaching liberates the student from his teacher.
A game master or teacher who was primarily concerned with being close enough to the "innermost meaning" would be a very bad teacher. To be candid, I myself, for example, have never in my life said a word to my pupils about the "meaning" of music; if there is one it does not need my explanations. On the other hand I have always made a great point of having my pupils count their eighths and sixteenths nicely. Whatever you become, teacher, scholar, or musician, have respect for the "meaning" but do not imagine that it can be taught.
The bad teacher imposes his ideas and his methods on his pupils, and such originality as they may have is lost in the second-rate art of imitation.
The atmosphere, the earth, the water and the water cycle - those things are good gifts. The ecosystems, the ecosphere, those are good gifts. We have to regard them as gifts because we couldn't make them. We have to regard them as good gifts because we couldn't live without them.
We begin life with the natural, next we come into the spiritual; but then, when we have truly received the kingdom of God and His righteousness, the natural is added to the spiritual, and we are able to receive the gifts of His providence and the blessings of life without becoming centered in them or allowing them to separate us from Him.
A teacher is never too smart to learn from his pupils.
Man discovers his own wealth when God comes to ask gifts of him.
If I were a headmaster, I would get rid of the history teacher and get a chocolate teacher instead and my pupils would study a subject that affected all of them.
The teacher does best, not when he explains, but when he impels his pupils to seek themselves the explanation.
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