Top 1200 Teaching Others Quotes & Sayings - Page 6

I began to hear what I was being taught about God, by the priest and my parish, and my exterior teaching did not coincide, did not match up, with my interior reality. And as they were teaching me about that God I was thinking: Who are they talking about? This was not how I experienced God. I gradually began to move away from the God of organized religion.

I loved teaching social studies. And I loved starting each year by teaching about John Locke and the social contract. That lesson helped me teach not just about our rules for the classroom, but how, in our democracy, we give up some individual rights to ensure we collectively have the right to live and prosper in a society.

Teaching regularly has made me an even more adept reader, I think. The kind of teaching I do is more like editing than anything else. The kind of editing book editors used to do before lunch. The kind of editing I used to do as a radio documentary maker.

As for journalism education, there are some terrifically exciting things going on in some schools. Others are struggling to adapt. Curriculum changes can be slow, by design. Yet there are arguably more dynamic minds, old and young, gravitating to teaching than ever before, both on the research and scholarly side and on the side of what is called "professional practice," a term that usually refers to experienced journalists without Ph.D's moving to the academy.

People don't understand that, when I was at WCW, if I wasn't wrestling that night, I was down at the Power Plant teaching. I was teaching people how to do stuff, but every time you teach someone, you learn more. The more you learn, the more you teach. The more you teach, the better you get.

Be men and women with others and for others: true champions at the service of others.

Much of the pressure contemporary parents feel with respect to dressing children in designer clothes, teaching young children academics, and giving them instruction in sports derives directly from our need to use our children to impress others with our economic surplus. We find "good" rather than real reasons for letting our children go along with the crowd.

I started doing yoga in my 20s. I did teacher training, that was what I was going to do if acting didn't work out. I started teaching other actors right at the beginning of the yoga craze - people still thought it was a little weird, but a lot of actors I knew were getting into it and didn't want to look foolish in class. So I started teaching them!

We have been given God in our souls and Christ in our flesh. We have the power to believe where others deny, to hope where others despair, to love where others hurt.

I always thought that poetry is the verdict that others give to a certain kind of writing. So to call yourself a poet is a kind of dangerous description. It's for others; it's for others to use.

You should desire for others what you desire for yourself, and hate for others what you hate for yourself. Do not oppress, just as you do not like to be oppressed. Do good to others just as you would like good to be done to you. Dislike in yourself what you dislike in others. Accept that treatment from others which you would like others to accept from you. Do not say to others what you do not like to be said to you.

Individuals understood in relational terms cannot be conceived as fully separate from their communities. Others in one's community may already be a part of the self. This conception of the person as overlapping in identity with others has normative implications for what constitutes the good of the individual and how that good relates to the good of others. One's relationship with others can form a part of one's good as an individual, such that one can have a compelling interest in the welfare of these others and in one's relationship with them.

Sleep not when others speak, sit not when others stand, speak not when you should hold your peace, walk not when others stop.

The old paradigm taught that if you had the right teaching, you will experience God. The new paradigm says that if you experience God, you will have the right teaching.

When we see others as the enemy, we risk becoming what we hate. When we oppress others, we end up oppressing ourselves. All of our humanity is dependent upon recognizing the humanity in others.

...I think there's only one [thing] that anybody teaches, and this is character. And I think that whether you are teaching history, math, or biology, or music, what you are really doing is, you are helping to shape the character of that person who is your student... Music is such a wonderful teaching tool, because while you are developing musical skills, that student can learn a lot about discipline [and] cooperation.

The basis of world peace is the teaching which runs through almost all the great religions of the world. "Love thy neighbor as thyself." Christ, some of the other great Jewish teachers, Buddha, all preached it. Their followers forgot it. What is the trouble between capital and labor, what is the trouble in many of our communities, but rather a universal forgetting that this teaching is one of our first obligations.

If success in selling is my primary interest, I am not primarily a writer, but a salesperson. If I teach success in selling as the writer's primary objective, I am not teaching writing; I'm teaching, or pretending to teach, the production and marketing of a commodity.

Don't Take Anything Personally. Nothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions and actions of others, you won't be the victim of needless suffering.

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

If you're a "good" teacher, somebody who is responsible or careful, teaching takes time. Teaching is performative. Students nowadays evaluate you and there's a lot made in these evaluations about how you perform. Maybe you don't have the greatest delivery in the world. But you know a lot, have a lot to offer. So that's pretty unsettling. We've become so image-based and performance-based as a society. You have to be ready to appear on "Jimmy Kimmel Live!" at any moment.

Teamwork represents a set of values that encourage behaviors such as listening and constructively responding to points of view expressed by others, giving others the benefit of the doubt, providing support to those who need it, and recognizing the interests and achievements of others.

The infallibility and inerrancy of biblical teaching does not, however, guarantee the infallibility and inerrancy of any interpretation or interpreter of that teaching; nor does the recognition of its qualities as the Word of God in any way prejudge the issue as to what Scripture does, in fact, assert. This can be determined only by careful Bible study.

I have a seven-level program and through even into the fifth level it can be all done from a distance. "Why not?" is how I feel about it, because energy is not confined by time or space, so why should my teaching be. I'm teaching energy and how to manage it, how to handle it, and how to heal with it.

Action is the activity of the rational soul, which abhors irrationality and must combat it or be corrupted by it. When it sees the irrationality of others, it must seek to correct it, and can do this either by teaching or engaging in public affairs itself, correcting through its practice. And the purpose of action is to enable philosophy to continue, for if men are reduced to the material alone, they become no more than beasts.

Teaching a practice can also be a hindrance if it becomes one's identity. To be a spiritual teacher is a temporary function. I'm a spiritual teacher when somebody comes to me and some teaching happens, but the moment they leave I'm no longer a spiritual teacher. If I carry the identity of spiritual teacher, it will cause suffering.

When your purpose and your occupation is giving confidence to people, teaching self defense, giving empowerment, teaching a positive lifestyle to other people, you tend to emit that yourself because you want to live what you preach and you want to preach what you live, and I'm just trying to do my best.

Om Schooled is the perfect manual for anyone who wants to start teaching yoga to kids. This is not just a theoretical book—it is a step-by-step manual. Sarah Herrington shares the wisdom she has gained from her day-to-day experiences, for many years, teaching all ages of children yoga in the New York School system.

The real "haves" are they who can acquire freedom, self-confidence, and even riches without depriving others of them. They acquire all of these by developing and applying their potentialities. On the other hand, the real "have nots" are they who cannot have aught except by depriving others of it. They can feel free only by diminishing the freedom of others, self-confident by spreading fear and dependence among others, and rich by making others poor.

As a business owner, leadership is more than just telling others what to do. Leadership is about the investment we make into others and the responsibilities we accept for being the voice and direction that others count on.

One of the unique aspects of the Bible is that it is primarily a story illustrated by teaching and not primarily teaching illustrated by story.

I believe that in this new world that we live in, we often have a responsibility, you know, to actually go beyond the thou shalt nots - that is, the not harming others - and say we can help others and we should be helping others.

The remarkable thing is that we really love our neighbor as ourselves: we do unto others as we do unto ourselves. We hate others when we hate ourselves. We are tolerant toward others when we tolerate ourselves. We forgive others when we forgive ourselves. We are prone to sacrifice others when we are ready to sacrifice ourselves.

If you are thinking, you can't understand Zen. Anything that can be written in a book, anything that can be said - all this is thinking . . . but if you read with a mind that has cut off all thinking, then Zen books, sutras and Bibles are all the truth. So is the barking of a dog or the crowing of a rooster. All things are teaching you at every moment, and these sounds are even better teaching than Zen books.

Do to others as you would have others do to you, inspires all men with that other maxim of natural goodness a great deal less perfect, but perhaps more useful: Do good to yourself with as little prejudice as you can to others.

Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.

Missionary work is but home teaching to those who are not now members of the Church, and home teaching is nothing more or less than missionary work to Church members

We human beings are social beings. We come into the world as the result of others’ actions. We survive here in dependence on others. Whether we like it or not, there is hardly a moment of our lives when we do not benefit from others’ activities. For this reason, it is hardly surprising that most of our happiness arises in the context of our relationships with others.

Women have endeavored to guide men to love because patriarchal thinking has sanctioned this work even as it has undermined it by teaching men to refuse guidance...A useful gift all love's practitioners can give is the offering of forgiveness. It not only allows us to move away from blame, from seeing others as the cause of our sustained lovelessness, but it enables us to experience agency, to know we can be responsible for giving and finding love.

...a student attains 'higher order thinking' when he no longer believes in right or wrong". "A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student's fixed beliefs. ...a large part of what we call teaching is that the teacher should be able to use education to reorganize a child's thoughts, attitudes, and feelings.

Something that we call developing the third eye in others. The eye is that people have intention when they're interacting, and often don't realize that there is an impact for everything that they do. The littlest thing, from scratching their head back here. This is, universally, "I don't understand what you said." That's what the scratch behind the ear means. If we know that, it's a whole other level. I could go back and say, "Let me do this again, because I'm seeing that it's not fully registering." We should be teaching these to people, is what I'm saying.

No man is so foolish but may give another good counsel sometimes; and no man is so wise, but may easily err, if he will take no others counsel but his own. But very few men are wise by their own counsel; or learned by their own teaching. For he that was only taught by himself had a fool to his master.

If I had a kid, and I had a choice between teaching somebody how to avoid trouble, or teaching them how to get out of it, I'd teach them how to get out of it.

It is dangerous for a ruler to trust others. He who trusts others can be manipulated by others.

Husbands, love your wives well! Your children are noticing how you treat her. You are teaching your sons how they should treat women, and you are teaching your daughters what they should expect from men.

The best way to sell yourself to others is first to sell the others to yourself. Check yourself against this list of obstacles to a pleasing personality: interrupting others; sarcasm; vanity; being a poor listener; insincere flattery; finding fault; challenging others without good cause; giving unsolicited advice; complaining; attitude of superiority; envy of others' success; poor posture and dress.

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.

I feel that for years of teaching in the country and reading criticism in books, I feel like the things most needed in our culture are the understanding of the meanings of our music. We haven't done that good of job teaching our kids what our music means or how we developed our taste in music that reminds us and teaches us who we are.

In spite of everything, there is still no more wonderful vocation than to continue to tolerate events and to work on in the name of our mission, in the name of that spirit which lives on in our teaching and in our vision of humanity and art, the spirit which can lead us Jews down the true and just path. But along the way, peoples will spill our blood, and that of others.

To teach your child to only be a Muslim in Muslim spaces or only a Christian in Christian spaces means in a way that you're teaching them a religious identity that is relevant to only a very small part of their lives, because the vast majority of their lives in the 21st century are going to be lived in interaction with others.

When you're acting, you're subjective; when you're a director, you're more objective.You're kind of watching from the outside and helping others, and therefore I learn my mistakes through others, and also my assets through others.

You know, our fundamentalist friends dislike the teaching of evolution in schools because of the effect they feel it has on our view of our own special importance, while liberals insist that scientific and spiritual matters can be kept in separate compartments. On this point, I tend to agree with the fundamentalists, though I come to opposite conclusions about teaching evolution because I am convinced it's true.

I'd be satisfied just coaching in high school. I turned down a number of colleges when I was teaching in South Bend, Indiana, before I went into the service. I honestly believe that if I hadn't enlisted in the service, I would never have left high school teaching. I'm sure I would have never left.

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.

DON'T TAKE ANYTHING PERSONALLY. NOTHINGS OTHERS DO IS BECAUSE OF YOU. WHAT OTHERS SAY AND DO IS A PROJECTION OF THEIR OWN REALITY, THEIR OWN DREAM. WHEN YOU ARE IMMUNE TO THE OPINIONS OF OTHERS, YOU WON'T BE THE VICTIM OF NEEDLESS SUFFERING.

But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.

Every person has the power to make others happy. Some do it simply by entering a room others by leaving the room. Some individuals leave trails of gloom; others, trails of joy. Some leave trails of hate and bitterness; others, trails of love and harmony. Some leave trails of cynicism and pessimism; others trails of faith and optimism. Some leave trails of criticism and resignation; others trails of gratitude and hope. What kind of trails do you leave?

If you want to be loved, start loving others who need your love....If you want others to sympathize with you, start showing sympathy to those around you. If you want to be respected, you must learn to be respectful to everyone, both young and old....Whatever you want others to be, first be that yourself; then you will find others responding in like manner to you.

The teaching on karma starts with the principle that people experience happiness and sorrow based on a combination of their past and present intentions. If we act with unskillful intentions either for ourselves or for others, we’re going to suffer. If we act with skillful intentions, we’ll experience happiness. So if we want to be happy, we have to train our intentions to always be skillful.

As I am, so are others as others are, so am I. Having thus identified self and others, harm no one nor have them harmed.