Top 1200 Teaching Writing Quotes & Sayings - Page 6

Over time I learned that there are two very different satisfactions that you can have in your life. One is the satisfaction of becoming skilled at something. It almost doesn't matter what the terrain is. There is a deep, soul-feeding resonance in mastery itself, whether in teaching, writing a complicated software program, coaching a baseball team, or marshalling a group of people to start a new business.

My beliefs are that the truth is a truth until you organize it, and then it becomes a lie. I don't think that Jesus was teaching Christianity, Jesus was teaching kindness, love, concern, and peace. What I tell people is don't be Christian, be Christ-like. Don't be Buddhist, be Buddha-like.

I went and I started teaching computers to young kids, to fifth graders at first, later to sixth, seventh, eighth and ninth graders. I also started teaching teachers. And that was back in the days when we'd wire up the labs ourselves and crimp on the Ethernet connectors and then we would.

Writing for adults and writing for young people is really not that different. As a reporter, I have always tried to write as clearly and simply as possible. I like clean, unadorned writing. So writing for a younger audience was largely an exercise in making my prose even more clear and direct, and in avoiding complicated digressions.

Good writing is clear. Talented writing is energetic. Good writing avoids errors. Talented writing makes things happen in the reader's mind - -vividly, forcefully.

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

This is, in part, why there is less magic in the world today. Magic is secret and secrets are magic, after all, and years upon years of teaching and sharing magic and worse. Writing it down in fancy books that get all dusty with age has lessened it, removed its power bit by bit.

Teaching ... particularly in the 1990s, teaching what is far and away the dumbest generation in American history, is the same as walking up Broadway in Manhattan talking to yourself, except instead of eighteen people who hear you in the street talking to yourself, they're all in the room. They know, like, nothing.

I'm a shy, nervous person, and I don't like teaching with "terms." I didn't teach them, like, "This is first person, this is second person, this is foreshadowing," or whatever, so no one probably felt like they were learning anything. But I feel like teaching in that way reduces the concept to a term.

I think it's most important to, rather than just do what everybody else is doing, like tons of selfies, find out what makes you excited. You know, is it taking pictures and doing cool makeup and making yourself look great? If so, wonderful. Is it music? Is it teaching something? Are you great at teaching?

If, in schools, we keep teaching that history is divided into American history and Chinese history and Russian history and Australian history, we're teaching kids that they are divided into tribes. And we're failing to teach them that we also, as human beings, share problems that we need to work together with.

I hope to continue writing. I hope to continue teaching.

People think that writing is writing, but actually writing is editing. Otherwise, you're just taking notes

For me, most of the anxiety and difficulty of writing takes place in the act of not writing. It's the procrastination, the thinking about writing that's difficult.

I'm more of a songwriter. I love writing songs. I love writing my songs. It's always been writing for me, and it makes it different when you're writing for yourself.

I have a hard time writing. Most writers have a hard time writing. I have a harder time than most because I'm lazier than most. [...] The other problem I have is fear of writing. The act of writing puts you in confrontation with yourself, which is why I think writers assiduously avoid writing. [...] Not writing is more of a psychological problem than a writing problem. All the time I'm not writing I feel like a criminal. [...] It's horrible to feel felonious every second of the day. Especially when it goes on for years. It's much more relaxing actually to work.

If there's anything I'm keen to get better at in my writing, then it's the writing of prose as opposed to the writing of dialogue.

The process of re-writing and writing and re-writing means that you may have a brilliant phrase, but over time it distills and distorts and changes.

I went to Marion College for writing and I was kicked out of the writing school. I was asked to leave the writing program because I was corrupting the other students.

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.

I think that writers are best served by sticking to their writing. Not having loads of theories about the best way to position the writing. I think that if the writing is good and the point of view is strong, the writing is going to take care of itself.

So many people think that social studies and weird lessons in social studies, teaching kids in America are bad, is it the result of Common Core? And it's not. It's not. Common Core does not deal with social studies. It's basically writing and math.

Love is the supreme form of communication. In the hierarchy of needs, love stands as the supreme developing agent of the humanity of the person. As such, the teaching of love should be the central core of all early childhood curriculum with all other subjects growing naturally out of such teaching.

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.

Writing is really just a matter of writing a lot, writing consistently and having faith that you'll continue to get better and better. Sometimes, people think that if they don't display great talent and have some success right away, they won't succeed. But writing is about struggling through and learning and finding out what it is about writing itself that you really love.

I don't take off time from teaching to write. I take time off from writing to teach.

I enjoyed writing in school. I don't know that I was all that good at it in school. I worked at it later. I feel comfortable writing now. I enjoy writing now. I suspect, like most college students, I viewed writing then to be more tedious.

Teaching theater, I felt very lucky. In a world where there's few options for someone who graduates with a theater degree, trying to figure out how to make rent and pay the bills, I always gravitated towards teaching jobs and things like that. I wanted to stay close to my passion as well.

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.

I started out as a poet who primarily wanted to write about image and moment. Over the years I've been trying to teach myself how to do plot and scene. My first story collection had the most issues with the plotlessness, and when I was writing my second collection I was teaching myself how to make things happen.

Teaching people to draw is teaching people to look

I work from the body - I try to develop a language of the body. I've invented a term I call "corporeal writing" around that idea. I love teaching and collaborating around this idea, because no new breakthrough in literature ever happened because everyone was doing what was already there.

It is a singular reaction, this sitting still and writing, writing, writing, or ruminating at length, which is much the same, really.

Our education system has succeeded so far in teaching generations to do different routine tasks. So when tractors displaced farming labor, we taught the next generation to work in factories. But what we've never really been good at is teaching a huge number of people to do non-routine creative work.

Public hangings are teaching moments. Every company has to do it. A teaching moment is worth a thousand CEO speeches. CEOs can talk and blab each day about culture, but the employees all know who the jerks are. They could name the jerks for you. It's just cultural. People just don't want to do it.

I really like writing for specific projects. It's a whole different way of writing when you have certain guidelines and a theme you're writing to. It's very inspiring.

If you have to find devices to coax yourself to stay focused on writing, perhaps you should not be writing what you're writing. And if this lack of motivation is a constant problem, perhaps writing is not your forte. I mean, what is the problem? If writing bores you, that is pretty fatal. If that is not the case, but you find that it is hard going and it just doesn't flow, well, what did you expect? It is work; art is work.

When it comes to sermon writing, generally there are two problems. Some preachers love the research stage but hate the writing, and they start writing too late. Others don't like doing research, so they move way too fast to the writing part.

Writing, for me, when I'm writing in the first-person, is like a form of acting. So as I'm writing, the character or self I'm writing about and my whole self - when I began the book - become entwined. It's soon hard to tell them apart. The voice I'm trying to explore directs my own perceptions and thoughts.

We have seen the civil rights movement insist on re-writing many of the textbooks in our universities and schools. The labor unions likewise insist that textbooks be fair to the viewpoints of organized labor. Other interested citizens groups have not hesitated to review, analyze and criticize textbooks and teaching materials.

If you do not breathe through writing, if you do not cry out in writing, or sing in writing, then don't write, because our culture has no use for it.

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 is a great need for a new approach, new methods and new tools in teaching, man's oldest and most reactionary craft. There is great need for a rapid increase in the productivity of learning. There is, above all, great need for methods that will make the teacher effective and multiply his or her efforts and competence. Teaching is, in fact, the only traditional craft in which we have not yet fashioned the tools that make an ordinary person capable of superior performance. In this respect, teaching is far behind medicine, where the tools first became available a century or more ago.

Besides writing, I have been teaching myself to 'develop' my own photographic plates, and I haven't a stick of clothing or an exposed finger that isn't stained. I sit for hours in a dark-room feeling as if I were a very elderly Faust at some dreadful incantation, and come out of it, blinding at the light, like a Bastille prisoner. And yet I am not successful!

When I realized I wanted to do more writing and less traveling around the world teaching live seminars, I decided to write the first 'Chicken Soup for the Soul(R)' book. I knew I wanted to have 100 stories in the book, so I wrote or edited two stories a week for a year.

If you are making money writing, you are doing great. If you can support yourself writing, you are a success. I don't care if you're writing textbooks or Pulitzer Prize-winning articles for weighty publications of world renown: If you're writing and it's paying the bills, consider yourself a successful writer.

On the craft level, writing for children is not so different from writing for adults. You still have to have a story that moves forward. You still have to have the tools of the trade down. The difference arises in the knowledge of who you're writing for. This isn't necessary true of writing for adults.

Writing can come naturally to some. Still, when it comes to good writing, this is true: Easy reading is damn hard writing.

I have to say that writing about my writing process is more daunting than writing non-fiction.

Journalism is very much public writing, writing with an audience in mind, writing for publication, and frequently writing quickly. And I know that when I worked daily journalism it really affected my patience with literature, which I think requires reflection, and a different kind of engagement.

I figure I wrote 37 songs in 20 years, and that's not exactly a full-time job. It wasn't that I was writing and writing and writing and quit.

There is so much about the process of writing that is mysterious to me, but this one thing I've found to be true: writing begets writing.

For me, the hardest part is taking lessons, and it's hard teaching an old dog new tricks, so part of my re-teaching myself is opening my mind too. I just want to get better and I think there's nothing wrong with wanting to get better.

I earn my living by teaching film, mostly filmmaking but also teaching courses on current cinema. I'm interested in movies. I hope that's not all I'm interested in. In that sense, it's maybe a little misleading. I don't expect to make another movie about films, but I may continue to write about them.

One of the things I had to learn as a writer was to trust the act of writing. To put myself in the position of writing to find out what I was writing.

Jarrid Wilson has a passion and heart for God that is contagious. His genuine faith comes through powerfully in his teaching and writing. 30 Words points to the God of all wonder and grace in a way that will expand your faith and experience of God.

An alarming number of parents appear to have little confidence in their ability to "teach" their children. We should help parents understand the overriding importance of incidental teaching in the context of warm, consistent companionship. Such caring is usually the greatest teaching, especially if caring means sharing in the activites of the home.

I vicariously lived the life of an independent producer from the time I was four years old. And what was always important was writing, writing, writing.

One has to see oneself through one's actions, works, and mind. Knowing the Self by the self is not as easy as writing that line. A #? yogi sees things in every movement he makes, maybe when practicing, maybe when teaching, or maybe when talking to people. You should have courage in your convictions and pursue what is dear to you all these years.

I always tell audiences when I talk about writing: Writing isn't something I do; writing is something that I am. I am writing - it's just an expression of me.