Top 1200 Teaching Students Quotes & Sayings

As much as I like teaching and students, it's a kind of rigor, a discipline, that's against my body.

The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.

I believe in teaching just a few students, as teaching requires a constant alert observation on each individual in order to establish a direct relationship. A good teacher cannot be fixed in a routine, and many are just that. During teaching, each moment requires a sensitive mind that is constantly changing and constantly adapting.

When I'm teaching, I tell my students: It's all process. Don't even think of product.

One of the things I miss about teaching is that students would tell me what I ought to read. One of my students, back in the 1960s, put me onto Borges, and I remember another mentioning Flann O'Brien's At Swim Two-Birds in the same way.

I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.

The proper end of teaching is to lead our students toward autonomy.

When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.

The real trouble with film school is that the people teaching are so far out of the industry that they don't give the students an idea of what's happening.

Teaching the guitar is a constant source of inspiration. I sometimes think I get more out of the lessons than my students.

How to tell students what to look for without telling them what to see is the dilemma of teaching.

I was doing a lot of teaching on my online guitar school and I started to use vocal melodies as a way of teaching my students. To be able to do that, I had to learn them myself.

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.

Nothing annoys academics more than pointing out how little time they actually spend teaching students.

Not that I did not have any other skills, but I loved teaching students, sharing with them my knowledge in sciences, maths or languages.

I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.

Public schools teaching students to hate America as the left appeases Muslims with "religious literacy training."

Teaching university students affords me the opportunity to demonstrate to young adults that they don't have to be perfect to make contributions to their country.

When students have thanked me in the past for being their teacher, I have always felt that it was actually my love for the art of teaching they were speaking to.

The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.

Students follow rules. Students complete assignments. The job of students - in part, at least - is to please their teachers. Now, I realize I may be exaggerating a little here, but basically I think I'm right: students do what they're told.

Howard Zinn was magical as a teacher. Witty, irreverent, and wise, he loved what he was teaching and clearly wanted his students to love it, also.

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.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.

I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.

The only teaching that a professor can give, in my opinion, is that of thinking in front of his students.

MindSparks has produced some of the best materials on the market for teaching students how to read and write history with intellectual integrity and depth. Rarely have I come across curriculum so useful in helping students become literate, thinking citizens. Bravo.

To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.

You are almost not free, if you are teaching a group of graduate students, to become friends with one of them. I don't mean anything erotically charged, just a friendship.

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.

In my teaching, I try to expose my students to the widest range of aesthetic possibilities, so I'll offer them stories from Anton Chekhov to Denis Johnson, from Flannery O'Connor to A.M. Homes, and perhaps investigating all that strange variation of beauty has rubbed off on me. Or perhaps that's why I enjoy teaching literature.

The only thing that happens when I'm teaching is that I hope there are some students out there in the class who will ask questions.

Stop teaching students that they are the best and the brightest.

When I began teaching, my colleagues and I quickly realized that our students didn't have access to the same resources we had growing up. We knew there were supplies and resources that could help our students, but our school district simply couldn't afford them.

[Students] often have a "We can figure this out - don't just tell us" attitude. In that way, they can be less patient with "traditional" approaches to teaching.

Definitely, in any teaching situation, there are the clueless students; then there are the ones who get it a little quicker.

Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.

One of the big failings of art schools is that students aren't given any teaching on how to survive as a one-person business, which is what it is.

Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?

My teaching exists in a different part of my brain. However, I am lucky enough to teach very smart graduate students.

The art of good teaching begins when we can answer the questions our students are really trying to ask us, if only they knew how to do so.

My mother, who is a Carnatic musician, started a school for children when I was around three, and I grew up listening to her teaching students.

I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!

The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.

We have been teaching 'Paradise Lost' and 'Julius Caesar' to the students but we are not teaching them 'Kalidas' or Indian drama and epics.

I loved teaching English and giving my students confidence.

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

Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.

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

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.

Most teachers of self-discovery have two types of students. They have students they deal with in a more exoteric way than the esoteric students. Esoteric truths are presented to usually a smaller group of students.

Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.

Dartmouth is a small school with high-caliber teaching. Our classes were all taught by professors, not teaching assistants. I felt like that was a school where I could make a big splash. The opportunities would be grander and more robust for me there than at a school with 40,000 students.

There must be something here for me to get or to share or to do. So I have the duty that I do, the dharma that I do - which I love - with my teaching, with my family, my son, my students, my girlfriend.

The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'

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.

I found early on in teaching, if you're too blunt an instrument, the students discredit you and think you're just being mean. They're not interested in what you have to say.

[The error in the teaching of mathematics is that] mathematics is expected either to be immediately attractive to students on its own merits or to be accepted by students solely on the basis of the teacher's assurance that it will be helpful in later life. [And yet,] mathematlcs is the key to understanding and mastering our physical, social and biological worlds.

The first task in teaching is to bring to consciousness what the students already believe by virtue of their personal experiences about themselves and society.