Top 1200 Teaching And Learning Quotes & Sayings - Page 14

Through learning we grow, becoming more than we were before, and in that sense learning is unselfish, because it results in the transformation of what we were before, a setting aside of the old self in favor of a more complex one.

For me, learning music and playing music and learning your instrument has incredible parallels for our day-to-day existence as human beings. All the ideas of discipline, and having a sense of yourself and translating that to music, that's all part of life's journey.

We absolutely must leave room for doubt or there is no progress and no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty.

People are social beings and want interaction and social learning is the primary form of learning, just as word of mouth advertising is the highest form of advertising.

The process of debugging, going an correcting the program and then looking at the behavior, and then correcting it again, and finally iteratively getting it to a working program, is in fact, very close to learning about learning.

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.

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).

I'll never know - I'll never profess to know - anything anywhere near it all. It'sall a journey - life, work, and relationships. Mistakes and learning, and learning not to make your mistakes again.

Coaching is something that takes place only when learning does. No matter what you are doing in your practices, if your players are not learning something significant, you're really not coaching. If a player fails in a game, the coach may have failed in practice.

Our only hope for America is that every conservative takes upon him or herself the project of learning what American and conservative values are, coming to understand what leftism stands for, and learning how to make the case for those values to women, young people, blacks and Hispanics.

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.

Collaboration is important not just because it's a better way to learn. The spirit of collaboration is penetrating every institution and all of our lives. So learning to collaborate is part of equipping yourself for effectiveness, problem solving, innovation and life-long learning in an ever-changing networked economy.

It's dedicating yourself to your craft. Spending thousands of hours in a studio learning how to write a song, learning how to play different chords, training yourself to sing. You know, to get better and better.

People who cling to their illusions find it difficult, if not impossible, to learn anything worth learning: a people under the necessity of creating themselves must examine everything, and soak up learning the way the roots of a tree soak up water.

There's no real manual on being a parent. There's no real manual on being a wife. I keep reminding myself, My mother did all this, only she never got to leave the house. OK, I can do this. We're all learning on our own learning curve.

In the world of letters, learning and knowledge are one, and books are the source of both; whereas in science, as in life, learning and knowledge are distinct, and the study of things, and not of books, is the source of the latter.

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.

Learning comes from education, while knowing comes from revelation. Learning is cognitive, while knowing is spiritual.

The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.

There are so many artists that are dyslexic or learning disabled, it's just phenomenal. There's also an unbelievably high proportion of artists who are left-handed, and a high correlation between left-handedness and learning disabilities.

When I think back on my favorite teachers, I don't remember anymore much of what they taught me, but I sure remember being excited about learning it. What has stayed with me are not the facts they imparted, but the excitement about learning they inspired.

You may train for a long time, but if you merely move your hands and feet and jump up and down like a puppet, learning karate is not very different from learning a dance. You will never have reached the heart of the matter; you will have failed to grasp the quintessence of karate-do.

Children of the middle years do not do their learning unaffected by attendant feelings of interest, boredom, success, failure, chagrin, joy, humiliation, pleasure, distress and delight. They are whole children responding in a total way, and what they feel is a constant factor that can be constructive or destructive in any learning situation.

Will robot teachers replace human teachers? No, but they can complement them. Moreover, the could be sufficient in situations where there is no alternative––to enable learning while traveling, or while in remote locations, or when one wishes to study a topic for which there is not easy access to teachers. Robot teachers will help make lifelong learning a practicality. They can make it possible to learn no matter where one is in the world, no matter the time of day. Learning should take place when it is needed, when the learner is interested, not according to some arbitrary, fixed schedule

One of the main focuses of my training sessions is to help individuals find their unique voices in the learning process. We all have our strengths, our weaknesses, our styles of learning, our personalities. Developing introspective sensitivity to these issues is critical to long-term success.

Learning to read and write makes little sense if you don't understand what you're reading and writing about. While we may have forgotten, most of our early learning came not from being explicitly taught but from experiencing. Kids aren't born knowing hard and soft, sweet and sour, red and green. When the child experiences those things, s/he transforms them into psychological understandings. When kids play with other kids, they learn about others and about themselves. Learning the basics of our physical and social reality is what early childhood is all about.

Study the past if you would define the future. I am not one who was born in the possession of knowledge; I am one who is fond of antiquity, and earnest in seeking it there. Learning without thought is labor lost; thought without learning is perilous.

We're going to fellowship in eternity. We know that because that's all who's going to be there - is believers. What does God want us to do here? Practice - learning how to love, learning how to fellowship here.

One fact we're particularly proud of is that there are more people learning languages on Duolingo in the US than there are people learning languages in the entire US public school system.

We pay a heavy price for our fear of failure. It is a powerful obstacle to growth. It assures the progressive narrowing of the personality and prevents exploration and experimentation. There is no learning without some difficulty and fumbling. If you want to keep on learning, you must keep on risking failure-all your life.

The best results are achieved by using the right amount of effort in the right place at the right time. And this right amount is usually less than we think we need. In other words, the less unnecessary effort you put into learning, the more successful you'll be... the key to faster learning is to use appropriate effort. Greater effort can exacerbate faulty patterns of action. Doing the wrong thing with more intensity rarely improves the situation. Learning something new often requires us to unlearn something old.

Learning is good in and of itself...the mothers of the Jewish ghettoes of the east would pour honey on a book so the children would know that learning is sweet. And the parents who settled hungry Kansas would take their children in from the fields when a teacher came.

You shouldn't be learning how to code when you're middle-aged. You should be learning how to code when you're a kid.

The globalized environment where speaking a lot of languages is rewarded and getting access to learning materials is easier. A talent for massive language learning has not been supported by the environment until very recently, so this is a phenomenon that is going to become more common and more visible.

There is no one who cannot derive great help and great benefit from learning; but there are also only a few people who do not receive a great harm from the light and knowledge they have received by learning, unless they use their knowledge in a manner both fit and natural for them.

When I was very young, one of my favourite books was Captain's Courageous and I suppose one of the reasons I loved it, it was a life I knew I should have had, learning all the different bits of the ship and learning to catch fish and rig sails and to -all the things that I never learned and I never learned the discipline, but I hungered after it.

Our education system is increasingly embracing a black-and-white way of thinking, in which 'learning' and 'play' are diametrically opposed. 'Learning' is the serious stuff that happens inside a classroom and can be measured via multiple choice questions and a No. 2 pencil. 'Play' is frivolous, fun, and worst of all, optional.

When I think about what part of my college experience came back in my work experience, I feel like it was learning how to read deeper, learning how to keep filling the movie up with more and more resonance.

As an actor, I think you can get really bad habits, if you do the same thing, every day. You can get stuck in a rut. So, I like jumping between genres, and then taking a break and learning something new. I like feeling like I'm still learning.

Learning something new is a fabulous way to be refreshed. When work can grind you down, something about learning a new activity thrills the soul. It reminds you that the world is bigger than your desk and your to-do list.

Learning organizations organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.

If we study learning as a data science, we can reverse engineer the human brain and tailor learning techniques to maximize the chances of student success. This is the biggest revolution that could happen in education, turning it into a data-driven science, and not such a medieval set of rumors professors tend to carry on.

It took me forever, learning improvisation, because I had studied with Lee Strasberg - I dropped out of Chicago and went to his classes in New York for a couple of years, once or twice a week. What I didn't realize was I was learning directing because he wasn't all that good about acting, not for me.

There is no jewel in the world comparable to learning; no learning so excellent both for Prince and subject, as knowledge of laws; and no knowledge of any laws so necessary for all estates and for all causes, concerning goods, lands or life, as the common laws of England.

I've been a cook all my life, but I am still learning to be a good chef. I'm always learning new techniques and improving beyond my own knowledge because there is always something new to learn and new horizons to discover.

There are people enough to tread upon me in my lowly state, without my doing outrage to their feelings by possessing learning. Learning ain't for me. A person like myself had better not aspire. If he is to get on in life, he must get on 'umbly, Master Copperfield!

If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning.

I spent thirty years learning manners, and I spent twenty years learning knowledge.

A thing worth learning is worth learning well.

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 are not just humans learning to become buddhas, but also buddhas waking up in human form, learning to become fully human.

Communication is the most important skill in life. We spend most of our waking hours communicating. But consider this: You've spent years learning how to read and write, years learning how to speak. But what about listening?

. . . 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.

RZA helped me make my first beat, and he rhymed over it, and that made the 'Babylon A.D.' soundtrack. That first track was very raw and unmixable, but it's so anthemic. After that, I started learning how to make tracks. It was a process, but once you stop learning you're dead.

And what is true education? It is awakening a love for truth; giving a just sense of duty; opening the eyes of the soul to the great purpose and end of life. It is not so much giving words, as thoughts; or mere maxims, as living principles. It is not teaching to be honest, because 'honesty is the best policy'; but because it is right. It is teaching the individual to love the good, for the sake of the good; to be virtuous in action because one is so in heart; to love and serve God supremely, not from fear, but from delight in his perfect character.

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.

Questions are the important thing, answers are less important. Learning to ask a good question is the heart of intelligence. Learning the answer-well, answers are for students. Questions are for thinkers.

Everything that is observed in the physical world has as its source that which is invisible. This means we must surrender to the Spirit and to the invisible part of ourselves. Then learning to manifest is really nothing more than learning to manifest another aspect of ourselves.

We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.

Learning is most often considered. a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.