Top 1200 Teaching And Learning Quotes & Sayings

Teaching, without learning, is just talking

I'm a shy, nervous person, and I don't like teaching with "terms." I didn't teach them, like, "This is first person, this is second person, this is foreshadowing," or whatever, so no one probably felt like they were learning anything. But I feel like teaching in that way reduces the concept to a term.

I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities.

Teaching is the ability to inspire learning.

It's not the teaching, it's the learning.

Teaching is learning. When you're teaching full-time you have to do research, stay current.

The fundamental purpose of school is learning, not teaching.

For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.

The goal is to teach in such a way as to produce the most learning from the least teaching.

All teaching and all intellectual learning come about from already existing knowledge.

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.

Psychologists would say that the only two important forms of social learning are imitation and teaching, and they will spend time trying to figure out if animals imitate or teach. Sometimes they find they do; sometimes they find they don't. And so that's kind of the level of controversy there. Biologists would include imitation and teaching and a range of other kinds of social learning. So we would call that culture, whereas the psychologist wouldn't.

I don't miss teaching. I'm learning to take my time for myself.

So, what does it mean for teaching and learning programming when the solution to every beginner problem is available on the Internet?

A coach who is not teaching leads to the worst thing in a program -- players not learning.

I worked in a number of high schools in New York, and I wound up at Stuyvesant High School, which is known nationally for producing brilliant scientists and mathematicians, but I had writing classes. I thought I was teaching. They thought I was teaching, but I was learning.

Learning the lessons of the past allows you to walk boldly in the light without running the risk of stumbling in the darkness. This is the way it's supposed to work. This is God's plan: father and mother, grandfather and grandmother teaching their children; children learning from them and then becoming a more righteous generation through their own personal experiences and opportunities. Learning the lessons of the past allows you to build personal testimony on a solid bedrock of obedience, faith, and the witness of the Spirit.

I think you're not really teaching anyone unless you're learning yourself.

There are all sorts of ways a leader can foster interactive teaching and learning if he starts thinking, Where do I socially architect myself?

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.

The best learning I had came from teaching.

A primary goal of teaching anything is the advantage that learning gives to people over their competitors who haven't been as well taught.

A significant contribution to science pedagogy and to the scholarship of teaching and learning. ... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.

The goal of teaching is learning, not teaching.

If you try to impose a rigid discipline while teaching a child or a chimp you are working against the boundless curiosity and need for relaxed play that make learning possible in the first place... learning cannot be controlled; it is out of control by design. Learning emerges spontaneously, it proceeds in an individualistic and unpredictable way, and it achieves its goal in its own good time. Once triggered, learning will not stop--unless it is hijacked by conditioning.

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

Teaching is a great way to keep learning.

I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.

We are always learning from each others. Only when we merge inside God would we stop learning. We will understand more as we teach others, so we rely on teaching in order to learn for ourselves.

All students should have access to positive teaching and learning experiences so they can be prepared for the global workforce that awaits them.

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.

Schools must inquire deeper into their own practices, explore new ways to motivate their learners, make use of learning styles, introduce multiple intelligences, integrate learning, and teach thinking, and in the process discover the passion and moral purpose that makes teaching exciting and effective.

When I was coaching I always considered myself a teacher. Teachers tend to follow the laws of learning better than coaches who do not have any teaching background. A coach is nothing more than a teacher. I used to encourage anyone who wanted to coach to get a degree in teaching so they could apply those principles to athletics.

The objective of education is learning, not teaching

Learning is as much an art as teaching

One of my signature strengths is the love of learning, and by teaching, I have built it into the fabric of my life. I try to do some of it every day.

Everybody who is incapable of learning has taken to teaching.

I am the person I want to be. I got to teach and had some of the greatest times in my life learning that I had some teaching skills and doing some incredible things teaching 200 hours of computers a year to fifth graders, making them experts at certain things.

Reading, writing, teaching, learning, are all activities aimed at introducing civilizations to each other.

It is really an alienation to believe that learning is the result of teaching.

Television is teaching all the time. Does more educating than the schools and all the institutions of higher learning.

Oprah was not somebody who was telling us what to do, she wasn't really teaching us like so many people we see today. With Oprah, she was learning and we were learning with her. And I think that's really was the seed that was planted for all of us to just hang in there with her.

As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases.

Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.

In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.

While a significant part of learning certain comes from teaching - but good teaching and by good teachers - a major measure comes from exploration, from reinventing the wheel and finding out for oneself.

Teaching is the royal road to learning.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

There is a great need for a new approach, new methods and new tools in teaching, man's oldest and most reactionary craft. There is great need for a rapid increase in the productivity of learning. There is, above all, great need for methods that will make the teacher effective and multiply his or her efforts and competence. Teaching is, in fact, the only traditional craft in which we have not yet fashioned the tools that make an ordinary person capable of superior performance. In this respect, teaching is far behind medicine, where the tools first became available a century or more ago.

All true education is the drawing out from the student what is already there. Teaching is never about helping others to learn but about helping them to remember. All learning is remembering. All teaching is reminding. All lessons are memories, recaptured.

I'm taking drama classes, they say I'm a natural actress. I think it's just because I talk a lot. I'm also learning how to play guitar and piano. Piano is really hard though. My dad is teaching me and I just get so confused because the chords are so different, but by learning I hope to be able to be a songwriter as well.

Teaching is not telling and learning is not having been told.

There is, in fact, no teaching without learning.

Teaching is listening, learning is talking

It is no secret that the fruits of language study are in no sort of relation to the labour spent on teaching and learning them.

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.

Learning is not a product of teaching . kids are born learning. They learn how to walk, how to talk. They're basically little scientists. If we don't stop that process, it will continue.

Self-study, in a sense of learning by yourself without anybody teaching you anything, has an enormous value.

I've been working with Riccardo Tisci from Givenchy.It's been a long collaboration, and I don't think it's going to stop now. It's very important to me. Riccardo is younger than me, so it's great to have someone new teaching you in everything, not just in fashion. I'm teaching him in French style, what a women's style is, but he's teaching me in all of these different styles of music.I love this new world for me. It's refreshing and nourishing to keep learning about new things.

I have enjoyed teaching most of the times that I have done it. I also like being by myself and making things and performing, so much that if I hadn't needed an income I probably wouldn't have done much teaching. Having said that, I think working with others, having to come up with art projects, and learning how to present your ideas in a clear way, to adults and/or kids is always interesting and rewarding.