Top 1200 Great Teaching Quotes & Sayings - Page 7

Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.

I know that Boston is one of the great centers of intellectual culture as well as sport. It's one of the centers of America, with a great orchestra, great sports, great hospitals, and great universities.

Much that was called religion has carried an unconscious attitude of hostility toward life. True religion must teach that life is filled with joys pleasing to the eye of God, that knowledge without action is empty. All men must see that the teaching of religion by rules and rote is largely a hoax. The proper teaching is recognized with ease. You can know it without fail because it awakens within you that sensation which tells you this is something you’ve always known.

When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.

Of these austerer virtues the love of truth is the chief, and in mathematics, more than elsewhere, the love of truth may find encouragement for waning faith. Every great study is not only an end in itself, but also a means of creating and sustaining a lofty habit of mind; and this purpose should be kept always in view throughout the teaching and learning of mathematics.

In education, I'm going to try to find what works. One thing I want to do is improve the quality of teachers. There are a lot of people who want to go into teaching; it's fundamentally a very fulfilling profession. But people don't feel they have financial support. We pay starting teachers in particular too little to attract the quality people that we need. I want to make it easier for good people who want to go into teaching to do that.

Own it. Just take it and say, 'Yes I will be great, I am going to be great.' Great doesn't mean being a movie star, great doesn't mean having millions of dollars. Great means being able to be confident, strong, and a solid human being that has dignity and integrity. That is great.

Film theory has nothing to do with film. Students presumably hope to find out something about film, and all they will find out is an occult and arcane language designed only for the purpose of excluding those who have not mastered it and giving academic rewards to those who have. No one with any literacy, taste or intelligence would want to teach these courses, so the bona fide definition of people teaching them are people who are incapable of teaching anything else.

Great Power, capable of everything and only temporarily handicapped by economic difficulties. We are not a great power and never will be again. We are a great nation, but if we continue to behave like a Great Power we shall soon cease to be a great nation. Let us take warning from the fate of the Great Powers of the past and not burst ourselves with pride .

There is a fundamental difference between Jesus and Muhammad and their teachings. When the Jews brought a prostitute to Christ and asked him what to do with her because the law says stone her, Jesus said, let the one who has not committed any sin throw the first stone. This is a great teaching. To be happy as human beings, we don't need lots of laws. All we need are few good teachings and this is one of them.

In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing.

I do great with Tea Party, I do great with conservatives I do great with moderates, I do great with evangelicals, I do great with everybody.

Great groups deliver great results. And for everyone involved in a great group, great work is its own reward.

'Liberace's a great film. It's a great piece of material. I have a great script and it's a great score.

Great hearts can only be made by great troubles. Great faith must have great trials.

I have so many great friends, so many great memories, so many great pictures, so many great songs, so many great relationships with people. I definitely feel, for the last 15 years, that I spent my time very wisely. And that's a great thing to be able to look back at.

No head coach does it by himself. I don't care who the coach is or how great he might be. Mike Krzyzewski is is a great friend of mine and he's a great coach but he has great, great assistant coaches and they bring a lot to the table and that's what it takes.

I get to play a great character while working with great actors and great directors on a great show.

Wherever you find a great man, you will find a great mother or a great wife standing behind him -- or so they used to say. It would be interesting to know how many great women have had great fathers and husbands behind them.

My notion of a failed writing workshop is when everybody comes out replicating the teacher and imitating as closely as possible the great original at the head of the table. I think that's a mistake, in obvious opposition to the ideal of teaching which permits a student to be someone other than the teacher. ... The successful teacher has to make each of the students a different product rather than the same.

The knowledge exists by which universal happiness can be secured; the chief obstacle to its utilization for that purpose is the teaching of religion. Religion prevents our children from having a rational education; religion prevents us from removing the fundamental causes of war; religion prevents us from teaching the ethic of scientific cooperation in place of the old fierce doctrines of sin and punishment. It is possible that mankind is on the threshold of a golden age; but, if so, it will be necessary first to slay the dragon that guards the door, and this dragon is religion.

We learn by teaching.

I went to the University of Minnesota to study art. I left the university to come to New York and live in Soho. I got involved with like a small kind of like experimental theater-mime company and we discovered that Étienne Decroux, a great mime, was still teaching in Paris so I went to study with him for several years.

I love hands-on science and teaching the kids. I love to see kids experiment with things that they can make happen. Not just something you read the directions to and put it together that way. Things that can be constructed, something they can touch. What a great day when you can touch a child's mind with these ideas.

The key to teaching anything is to remember what it was like not to understand that thing. That's a very hard thing to do. Every time you come to understand something you didn't understand before, you are transformed. You become a different person from who you were before. The key to teaching someone else to understand that same thing is to remember your former, untransformed self. If you can do that, I think you can teach anything, even physics.

My first official teaching job was at GIT, which was fantastic because I wanted to pay the rent and I got to stay in the building, which is an inspiring place to be - the vibe was there. My first gig was doing private lessons. It went great. Then they decided to promote me to a classroom teacher. I taught a class called Single String Technique.

In the art of teaching, we recognize that ideas and insights need to cook over a period of time. Sometimes the student who is least articulate about expressing the ideas is in fact the one who is absorbing and processing them most deeply. This applies as well to our own private learning of our art form; the areas in which we feel most stuck and most incompetent may be our richest gold mine of developing material. The use of silence in teaching then becomes very powerful.

I believe that the biblical teaching is clear. It always contests political power. It incites to "counterpower," to "positive" criticism, to an irreducible dialogue (like that between king and prophet in Israel), to antistatism, to a decentralizing of the relation, to an extreme relativizing of everything political, to an anti-ideology, to a questioning of all that claims either power or dominion (in other words, of all things political), and finally, if we may use a modern term, to a kind of "anarchism" (so long as we do not relate the term to the anarchist teaching of the nineteenth century).

. . . the fools of this world prefer to look for sages far away. They don't believe that the wisdom of their own mind is the sage . . . the sutras say, "Mind is the teaching." But people of no understanding don't believe in their own mind or that by understanding this teaching they can become a sage. They prefer to look for distant knowledge and long for things in space, buddha-images, light, incense, and colors. They fall prey to falsehood and lose their minds to insanity.

Teaching is in my blood.

There are a lot of polls that show that actually Americans have a pretty high opinion of teachers, that Americans think teachers are just about as prestigious as doctors. And yet there's this political conversation - this reform conversation - that paints a very negative picture of the effectiveness of the teaching population. So there's definitely a tension between the way teaching is talked about and understood at the political level and how everyday average Americans think about teachers.

The rise of the prosperity gospel is one of the great challenges to the true message of Jesus Christ. While not an expressly Western problem, the promises of this false teaching are often deeply rooted in Western materialism and worldly wealth. Teachers focus on a temporal reward as evidence of God's blessing, often ignoring the greater issues of justice, reconciliation, and redemption so needed in the world today.

There is no field of activity for great men without the coming of great wars, great struggles and great revolutions.

Eventually I gave up teaching at the St. Paul Gallery because of disagreements with the philosophy of that museum, and I got a job at the University of Minnesota, which was very fortunate because it was a part-time job and that gave us a great deal of time in our studio to work together and to make the pots we wanted to make.

Men, your primary responsibility in your home, after your wife, is you to disciple your own children. And if you don't do it, you're in sin; you are in sin. And if you turn it over to a Sunday school teacher, you are in sin. And you are to be teaching these children more than just stories about animals that went into Noah's ark. You're to be teaching them about God, about radical depravity, about blood atonement, about propitiation, expiation, justification, sanctification; you are to teach your children!

Now, if the principle of toleration were once admitted into classical education - if it were admitted that the great object is to read and enjoy a language, and the stress of the teaching were placed on the few things absolutely essential to this result, if the tortoise were allowed time to creep, and the bird permitted to fly, and the fish to swim, towards the enchanted and divine sources of Helicon - all might in their own way arrive there, and rejoice in its flowers, its beauty, and its coolness.

Appreciation is the oil that lubricates life and keeps your wheels turning easily and freely. Without appreciation, your wheels will still spin, but they are apt to become rusted with resentment and exhaustion. Since there is great truth in the well-known statement "We teach people how to treat us," you can start teaching others to shower you with appreciation by showering yourself first.

The traditional paradigm of parenting has been very hierarchical, the parent knows best and very top down. Conscious parenting topples [this paradigm] on its head and creates this mutuality, this circularity where both parent and child serve each other and where in fact, perhaps, the child could be even more of a guru for the parent .... teaching the parent how the parent needs to grow, teaching the parent how to enter the present moment like only children know how to do.

I've been wrestling with Kafka since I was an adolescent. I think he's a great aphorist, a great letter writer, a great diarist, a great short story writer, and a great novelist - I'd put novelist last.

It needs more than ever to be stressed that the best and truest educators are parents under God. The greatest school is the family. In learning, no act of teaching in any school or university compares to the routine task of mothers in teaching a babe who speaks no language the mother tongue in so short a time. No other task in education is equal to this. The moral training of the children, the discipline of good habits, is an inheritance from the parents to the children which surpasses all other. The family is the first and basic school of man.

Older boys often asked me to teach them “some bad words in your language”. At first I politely refused. My refusal merely increased their determination, so I solved the problem by teaching them phrases like 'man kharam' which means “I'm an idiot”. I told them that what I was teaching them was so nasty that they would have to promise never to repeat it to anyone. They would then spend all of recess running around yelling “I'm an idiot! I'm an idiot!”. I never told them the truth. I figured someday, somebody would

I love teaching.

The loss of sex polarity is part and parcel of the larger disintegration, the reflex of the soul's death, and coincident with the disappearance of great men, great deeds, great causes, great wars, etc.

I would say how important it is that we stop teaching kids, from the beginning, that boys are more important than girls. It's the 21st century, you know, let's go here. We have to show kids that boys and girls share the sandbox equally and do equally interesting things. We're teaching kids something that we have to try to get rid of later on. Why not just stop filling them with unconscious gender bias?

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.

My idea of teaching literature is just to read great passages aloud or to look at it the way a writer does, which is what I try to do. Which is to say, 'How does this writer do this? How did he order his scenes? Do you notice any pattern to his sentences?'

Dharma has several connotations in South Asian religions, but in Buddhism it has two basic, interrelated meanings: dharma as 'teaching' as found in the expression Buddha Dharma, and dharma as 'reality-as-is' (abhigama-dharma). The teaching is a verbal expression of reality-as-is that consists of two aspects-the subject that realizes and the object that is realized. Together they constitute 'reality-as-is;' if either aspect is lacking, it is not reality-as-is. This sense of dharma or reality-as-is is also called suchness (tathata) or thatness (tattva) in Buddhism.

For sure working with Ferrari is a great pleasure. It's a great team, it's a great experience and it's a great dream as well to be there.

In 1847 I gave an address at Newton, Mass., before a Teachers' Institute conducted by Horace Mann. My subject was grasshoppers. I passed around a large jar of these insects, and made every teacher take one and hold it while I was speaking. If any one dropped the insect, I stopped till he picked it up. This was at that time a great innovation, and excited much laughter and derision. There can be no true progress in the teaching of natural science until such methods become general.

I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.

We have the Bible in our hands; but how little we know of its teaching! And how little are we governed by it! We go on, from week to week, year to year, with things which have no foundation whatever in its pages- yea, with things utterly opposed to its teaching; and, all the while, we boast of having the Scriptures, just like the Jews of old, who made their boast of having the oracles of God, while those very oracles condemned themselves and their ways, and left them without a single plea.

Great beauty, great strength, and great riches are really and truly of no great use; a right heart exceeds all

We spend a lot of time teaching leaders what to do. We don't spend enough time teaching leaders what to stop. Half the leaders I have met don't need to learn what to do. They need to learn what to stop

Great passions may either bring great victories or great sorrows! In both cases, it is always a great privilege to have great passions!

It is indeed better (as no one ever could deny) that men should be led to worship God by teaching, than that they should be driven to it by fear of punishment or pain; but it does not follow that because the former course produces the better men, therefore those who do not yield to it should be neglected. For many have found advantage (as we have proved, and are daily proving by actual experiment), in being first compelled by fear or pain, so that they might afterwards be influenced by teaching, or might follow out in act what they had already learned in word.

For me, my core genius lies in the area of teaching and motivating. I love to do it, I do it well, and people report that they get great value from it. Another core genius is compiling and writing books. Along with my co-author Mark Victor Hansen and others, I have written, co-authored, compiled and edited more than 200 books.

There can be no real conflict between the two Books of the Great Author. Both are revelations made by Him to man,-the earlier telling of God-made harmonies coming up from the deep past, and rising to their height when man appeared, the later teaching man's relations to his Maker, and speaking of loftier harmonies in the eternal future.

A great commitment to the Great Commandment and the Great Commission will grow a great church.

I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.

Imitation is very easy, and the whole culture and society depends on imitation. Everybody is telling you how to behave, and whatsoever they are teaching you is nothing but imitation. Religious people - the so-called religious people, the priests, the theologians - they are also teaching you, `Be like Jesus, be like Buddha, be like Krishna.` Nobody ever tells you, `Just be yourself` - nobody. Everybody is against you, it seems. Nobody allows you to be yourself, nobody gives you any freedom. You can be in this world, but you must imitate somebody.