Top 1200 Teaching Students Quotes & Sayings - Page 2

There are very few real teachers. Teaching is not a job; it is a vocation. To be a great one many qualities must be combined: love of truth, knowledge, reverence, loving concern for one's students, clarity and patience.

An art project, a hands-on science experiment, or a special field trip can transcend textbooks and flash cards. No one knows this better than those teaching students with autism.

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.

In the long run, much public opinion is made in the universities; ideas generated there filter down through the teaching profession and the students into the general public.

Teaching teaches not only the students, it also teaches the teacher, and physics is so full of complications that you can't in your career have thought of everything.

Teaching is a huge part of what I do. I love to think about what I do out loud, and the best way to do this is to teach. I usually learn a lot from the students in my workshops, because we work to build the classes around a collaborative environment where everyone is working towards the same goal of learning how to observe and see the subject well, because everyone brings different approaches and experiences with them, the other students and myself learn new methods that we can add into what we do.

I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.

If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.

In 1965, I was teaching a seminar on freedom when I told my students that the ultimate freedom lay in casting a dice to decide what to do. They were so shocked and fascinated that I knew I had to write the book.

I hated teaching Shakespeare. In order for the students to understand what was going on, you had to tell them the story of 'Macbeth' or whatever. Shakespeare is about character and language, and they didn't get any of that.

The truth is, I should have never done teaching. I did teaching because I didn't have the bottle to have a go at comedy. Whether there's any gain to comedy is not for me to say. But certainly it was no loss to teaching.

Many students graduate from college and professional schools, including those of social work, nursing, medicine, teaching and law, with crushing debt burdens.

I find that teaching and the students keep life going, and I would never accept any position in which somebody has invented a happy situation for me where I don't have to teach. Never.

The decent docent doesn't doze; He teaches standing on his toes. His students dassn't doze and does, And that's what teaching is and was.

Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.

The trend of offering individualized education plans, curricula, and lessons is going to help students tremendously. “Teaching to the middle” is one of the saddest concepts I've ever heard about.

I think my strength in teaching and what I get a lot of good feedback on is going towards the students and asking them what they are about. It's about putting your own personality into the work.

When it comes to my vocabulary, I felt a responsibility when I was teaching to raise the bar of conversation in my classroom. And with my own students, I refused to let them use the phrase "I like" or "I don't like" when we were engaged in a critique.

My entire philosophy of teaching is based on the notion that when an artist finds a certain process really effortless, that's probably what he or she should choose to do. So often, students take the opposite tack; they have no use for the skills that come easily to them.

One of the biggest things that needs to change is the educational system. Universities are still teaching a system to students that destroys the biosphere.

Be light-hearted, light-footed. Be of light step. Don't carry religion like a burden. And don't expect religion to be a teaching; it is not. It is certainly a discipline, but not a teaching at all. Teaching has to be imposed upon you from the outside and teaching can only reach to your mind, never to your heart, and never, never to the very center of your being. Teaching remains intellectual. It is an answer to human curiosity, and curiosity is not a true search.

My job in space will be to observe and write a journal. I am also going to be teaching a class for students on earth about life in space and on the space shuttle and conducting experiments.

The teaching fellow establishes the atmosphere of a class in the first few meetings. I have found that students appreciate having the ground rules clearly defined from the start.

We're teaching a generation of students who've been schooled to produce quick, right answers on demand. They are not comfortable with ambiguity. The implications of that in the long term are discomforting.

I find teaching - I like it, but I find just walking into the classroom and facing the students very difficult.

For teachers, getting annual test scores several months after taking the test and in most cases long after the students have departed for the summer sends a message: Here's the data that would have helped you improve your teaching based on the needs of these students if you would have had it in time, but since it's late and there's nothing you can do about it, we'll just release it to the newspapers so they can editorialize again about how bad our schools are.

When I think of the most able students I have encountered in my teaching - I mean those who have distinguished themselves not only by skill but by independence of thought - then I must confess that all have had a lively interest in epistemology.

A rational system and order for educational administration should be established on the principle of ensuring smooth progress of teaching and scientific research by teachers and researchers, and of edification of students.

I've certainly enjoyed doing clinic tours for larger audiences, but the most valuable teaching experience has been the hundreds of lessons that I've given where I can hear the students play.

The teaching of any science, for purposes of liberal education, without linking it with social progress and teaching its social significance, is a crime against the student mind. It is like teaching a child how to pronounce words but not what they mean.

If teaching is reduced to mere data transmission, if there is no sharing or excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?

A five-minute teacher understands that peers' words can carry a lot more weight than his or her own, and there is nothing wrong with students doing the teaching.

However, I should perhaps add that during the 20 years I have been back in Cambridge, I have been actively involved in the teaching of undergraduates, as well as of course supervising research students.

Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.

Whenever I felt down, whenever I started wondering what homeless shelter I would die in, [my mother] would buck me up by telling me: you know, Paul, the A students work for the B students, the C students run the companies, and the D students dedicate the buildings.

In academe, we ought to temper our criticism of the idea of self-help because, in a more complex way, it is precisely what we offer our students through our teaching.

Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.

I was aware that the teaching of drawing was being stopped almost 30 years ago. And I always said, 'The teaching of drawing is the teaching of looking.' A lot of people don't look very hard.

I gave one permaculture course in Botswana, and now my students are out in the bloody desert in Namibia teaching Bushmen - whose language nobody can speak - to be very good permaculture people.

Teaching methods are often inadequate for the goals faculties are trying to achieve. Important courses such as expository writing and foreign languages are frequently taught by untrained graduate students and underpaid adjunct teachers.

I love dogs. I absolutely adore them. When I'm teaching in Mexico, I rescue dogs from the streets and make my students adopt them.

Line up a group of Horace Mann students, interview them, and take a look at their resumes, and you'll be hard pressed to pick out the students who require extra time. So then, what qualifies these students to receive special accommodations on the SAT?

I couldn't run a tight schedule, and if you're any good at teaching, you get sucked dry because you like your students and you're trying to help them, but you don't have any time left to write yourself.

Victor Papenack, who was teaching design, had his students making radios for a penny each that could be shipped to Third World people.

When you're teaching a hard concept and the students all have puzzled looks on their faces and then suddenly you can see that 'aha' moment, that they got it, that's just an incredible thing.

Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.

Ineffective substitute teaching is a problem that means thousands of hours of lost learning for America's students. It cannot be dismissed with a sigh and 'Just wait for the teacher to come back on Monday.'

What I like about teaching is the discipline of finding words to unpack the artistic process. And I admire the drive in students who want to write, the mystery of how artistic talent unfolds.

The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.

I am firm in my belief that a teacher lives on and on through his students. Good teaching is forever and the and the teacher is immortal.

Catholic schools carry out a great mission, to serve God by building knowledge and character... By teaching the word of God, you prepare your students to follow a path of virtue.

Leaders in China and India realize that science and technology lead to success and wealth. But many countries in the West graduate students into the unemployment line by teaching skills that were necessary to live in 1950.

We need teacher educators who are hungry to learn about and implement contemporary approaches to teaching and learning in their own classrooms and who are reflective about their work with their students.

I think the exercise of trying to figure out how to simplify concepts has been incredibly helpful to me over the last 13 years of teaching and I hope my students have benefited from it.

I seem to get totally wrapped up in teaching and working with students during the school year. During the summer, I try to spend time in the real world, writing code for therapy and perhaps for some useful purpose.

Teaching's hard! You need different skills: positive reinforcement, keeping students from getting bored, commanding their attention in a certain way.

I loved teaching. In addition to that, I love physics. And so what could be better than to talk physics to bright young students?

I've invented several games for use as teaching tools in my classroom: one of them, a game called 'Iron Age: Council of the Clans,' got so popular among my students that they encouraged me to publish it, which I did.

Four things will shame the students of knowledge: Criticizing people, praising themselves, not teaching the knowledge,and not practicing what they know.

In my view, all students should be given an initial opportunity to pursue the science track as far as it goes. But for those who quickly decide that track isn't for them, a different style of teaching is in order.