Quotes About Teacher

The purpose of studying Buddhism is not to study Buddhism, but to study ourselves. That is why we have teaching. But the teaching is not ourselves. It is some explanation of ourselves. To study the teaching is to know yourselves. That is why we do not ever attach to the teaching, or to the teacher. The moment you meet a teacher you should leave the teacher, and you should be independent. You want a teacher so that you can be independent. So you study yourselves. You have the teacher for yourselves, not for the teacher.

If I'd loved my chemistry teacher and my maths teacher, goodness knows what direction my life might have gone in. I remember there was a primary school teacher who really woke me up to the joys of school for about one year when I was ten. He made me interested in things I would otherwise not have been interested in - because he was a brilliant teacher. He was instrumental in making me think learning was quite exciting.

I've stuck to the same things for twenty years. I try to look like a slightly edgy geography teacher. Like what a geography teacher looked like when I was in school. Cords, sensible shoes and glasses. I never liked geography much as a subject though. In fact the only geography teacher I can remember from school was a woman who had a moustache.

My notion of a failed writing workshop is when everybody comes out replicating the teacher and imitating as closely as possible the great original at the head of the table. I think that's a mistake, in obvious opposition to the ideal of teaching which permits a student to be someone other than the teacher. ... The successful teacher has to make each of the students a different product rather than the same.

Your Master Teacher knows all you need to learn, the perfect timing for your learning it, and the ideal way of teaching it to you. You don't create a Master Teacher -- that's already been done. You discover your Master Teacher.

Indeed, there is something to be said for the old math when taught by a poorly trained teacher. He can, at least, get across the fundamental rules of calculation without too much confusion. The same teacher trying to teach new math is apt to get across nothing at all.

When there's a teacher who embodies presence, then it seems to come for a while through that opening. The teacher is an opening to presence.

When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.

Words, as is well known, are the great foes of reality. I have been for many years a teacher of languages. It is an occupation which at length becomes fatal to whatever share of imagination, observation, and insight an ordinary person may be heir to. To a teacher of languages there comes a time when the world is but a place of many words and man appears a mere talking animal not much more wonderful than a parrot.

Knowledge passes from dance teacher into the student through the process of mane, which is often translated as imitation, but learning to dance is more a process of total identification than of simple copying. We repeat the movements of our teachers until we can duplicate them exactly, until, in a sense, we have absorbed the teacher's mastery into ourselves. Artistic technique must be fully integrated into the cells of our bodies if we are to use it to express what is in our hearts, and this takes many years of practice.

I knew that I wanted to be an illustrator since I was in kindergarten. I can remember the exact day. The art teacher usually came to our classroom once a week, but she was absent that day. Instead, our regular teacher gave us each a huge piece of paper and crayons, and we could do whatever we wanted.

I loved almost everything about being a teacher, but I was an unusual teacher

Adversity is a great teacher, but this teacher makes us pay dearly for its instruction; and often the profit we derive, is not worth the price we paid.

We [people] have a teacher! The teacher is ourselves! We already know everything we need to know - our challenge is to discover that we know it. Turning to gurus, I think, we become guru-dependent, no different from drug-dependent, alcohol-dependent - needing an outside force to control our lives.

It is difficult for a student to pick a good teacher, but it is more difficult for a teacher to pick a good student.

You don't become a good teacher by applying techniques; you don't become a good teacher by using the latest hot methodologies that are being promoted in this or that handbook.

I could always see myself being a teacher. I remember sitting in class as a kid, listening to the teacher and thinking, you know, I'm pretty sure I could explain that a little bit better.

Rabbi means teacher, and I see the role of chief rabbi as chief teacher.

I could be a school teacher and be rich. It has nothing to do with your money; it has to do with your knowledge. If I was a school teacher, I would be ten times richer because I have more time off! They get the summer off, holidays off, weekends off.

As a kid, I had this ultimate goal to be a teacher. I wanted to be a history teacher like my dad.

I was a trial lawyer. At the same time, I was a teacher. I taught about the political and social content of film for American University. Then I left and became a teacher at the University of California at Santa Cruz. I taught about the political and social content of film, but I also taught a course in law for undergraduates.

I liked my teacher very much and after some years of mediation, I began to teach meditation, referring all things that I didn't know to my own teacher.

One of his students asked Buddha, "Are you the Messiah?" "No," answered Buddha. "Then are you a healer?" "No," Buddha replied. "Then are you a teacher?" the student persisted. "No, I am not a teacher." "Then what are you?" asked the student exasperated. "I am awake," Buddha replied.

Dogma is actually the only thing that cannot be separated from education. It IS education. A teacher who is not dogmatic is simply a teacher who is not teaching. There are no uneducated people; only most people are educated wrong. The true task of culture today is not a task of expansion, but of selection-and-rejection. The educationist must find a creed and teach it.

Nobody is born as a teacher and only a few die as a teacher!

Not just part of us becomes a teacher. It engages the whole self - the woman or man, wife or husband, mother or father, the lover, scholar or artist in you as well as the teacher earning money.

You have a teacher talking about his gayness. (The elementary school student) goes home then and says "Mom! What's gayness? We had a teacher talking about this today." The mother says "Well, that's when a man likes other men, and they don't like girls." The boy's eight. He's thinking, "Hmm. I don't like girls. I like boys. Maybe I'm gay." And you think, "Oh, that's, that's way out there. The kid isn't gonna think that." Are you kidding? That happens all the time. You don't think that this is intentional, the message that's being given to these kids? That's child abuse.

I'd never been a teacher before, and here I was starting my first day with these eager students. There was a shortage of teachers, and they had been without a math teacher for six months. They were so excited to learn math.

Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs.

I dropped out of high school when I was 16, after I had a huge argument with my English teacher over the meaning of the word 'existentialism.'

Addison writes with the ease of a gentleman. His readers fancy that a wise and accomplished companion is talking to them; so thathe insinuates his sentiments and taste into their minds by an imperceptible influence. Johnson writes like a teacher. He dictates to his readers as if from an academical chair. They attend with awe and admiration; and his precepts are impressed upon them by his commanding eloquence. Addison's style, like a light wine, pleases everybody from the first. Johnson's, like a liquor of more body, seems too strong at first, but, by degrees, is highly relished.

When I was able to go to school in my early years, my third grade teacher, Ms. Harris, convinced me that one day I would be a writer. I heard her, but I knew that I had to leave Georgia, and unlike my friend Ray Charles, I did not go around with 'Georgia on My Mind.'

The father, the mother and the teacher are the three primarily responsible for moulding the future of the country.

I was a hyper kid in school and the teacher suggested to my mom she needed to do something with me.

I think now is our time. My mother was told by everyone that she had two choices: She could be a nurse or a teacher. The external barriers now are just so much lower. If we start acknowledging what the real issues are, we can solve them. It's not that hard.

My school music teacher, Al Bennest, introduced me to jazz by playing Louis Armstrong's record of "West End Blues" for me. I found more jazz on the radio, and began looking for records. My paper route money, and later, money I earned working after school in a print shop and a butcher shop went toward buying jazz records. I taught myself the alto saxophone and the drums in order to play in my high school dance band.

Liebig was not a teacher in the ordinary sense of the word. Scientifically productive himself in an unusual degree, and rich in chemical ideas, he imparted the latter to his advanced pupils, to be put by them to experimental proof; he thus brought his pupils gradually to think for themselves, besides showing and explaining to them the methods by which chemical problems might be solved experimentally.

No man ever made himself to live. No preacher, however earnest, can make one hearer to live. No parent, however prayerful, no teacher, however tearful, can make a child live unto God. “You hath HE quickened,” is true of all who are quickened.

...being an effective teacher is a high calling.

The shadow is the greatest teacher for how to come to the light.

I am a teacher... The life I lead is the most agreeable I can imagine. [In the] classroom ... there await me a group of intelligent and curious young ... [people] who read the books assigned them with a sense of adventure and discovery, discuss them with zest, and listen appreciatively to explications I may offer. What makes the process most satisfying is the conviction that ... education is mankind's most important enterprise.

I was very short. Everybody else was two years older in my class, and I had curly hair and was teacher's pet.

When a teacher of the future comes to point out to the youth of America how the highest rewards of intellect and devotion can be gained, he may say to them, not by subtlety and intrigue; not by wire pulling and demagoguery; not by the arts of popularity; not by skill and shiftiness in following expediency; but by being firm in devotion to the principles of manhood and the application of morals and the courage of righteousness in the public life of our country; by being a man without guile and without fear, without selfishness, and with devotion to duty, devotion to his country.

If I would be a young man again and had to decide how to make my living, I would not try to become a scientist or scholar or teacher. I would rather choose to be a plumber or a peddler in hope to find that modest degree of independence still available under present circumstances.

The best teacher in life is experience.

Teaching is a sacred art. This is why the noblest druid is not the one who conjures fires and smoke but the one who brings the news and passes on the histories. The teacher, the bard, the singer of tales is a freer of men's minds and bodies, especially when he roams without allegiance to one chieftain or another. But he is also a danger to the masters if he insists upon telling the truth. The truth will inevitably cause tremors in those who cling to power without honoring justice.

[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.

To compel a man to furnish contributions of money for the propagation of opinions which he disbelieves and abhors, is sinful and tyrannical; . . . even the forcing him to support this or that teacher of his own religious persuasion, is depriving him of the comfortable liberty of giving his contributions to the particular pastor whose morals he would make his pattern. . . .