Quotes About Teaching

I've been working with Riccardo Tisci from Givenchy.It's been a long collaboration, and I don't think it's going to stop now. It's very important to me. Riccardo is younger than me, so it's great to have someone new teaching you in everything, not just in fashion. I'm teaching him in French style, what a women's style is, but he's teaching me in all of these different styles of music.I love this new world for me. It's refreshing and nourishing to keep learning about new things.

Whoever would be a teacher of men let him begin by teaching himself before teaching others; and let him teach by example before teaching by word. For he who teaches himself and rectifies his own ways is more deserving of respect and reverence than he who would teach others and rectify their ways.

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

No matter what spiritual path you've walked or what teachings you've followed, they must lead you back to no path and no teaching. A true teaching is like a blazing fire that consumes itself. The teaching must not only consume you, but consume itself as well. All must be burned to ash, and then the ash must be burned. Then, and only then, is the Ultimate realized.

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 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.

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.

I think it must be apparent to every thinking mind that the noblest of all professions is that of teaching, and that upon the effectiveness of that teaching hangs the destiny of nations.

While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person.

There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.

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.

There should not be any particular teaching. Teaching is in each moment.

Teaching is learning. When you're teaching full-time you have to do research, stay current.

Psychologists would say that the only two important forms of social learning are imitation and teaching, and they will spend time trying to figure out if animals imitate or teach. Sometimes they find they do; sometimes they find they don't. And so that's kind of the level of controversy there. Biologists would include imitation and teaching and a range of other kinds of social learning. So we would call that culture, whereas the psychologist wouldn't.

I learn more about how to run a set teaching six-year-olds. You go into a classroom as a teacher, and the most important work you do is create an infrastructure and an environment that's safe, in which children will feel able and free to take risk. Working with actors, you have to establish the same thing. Teaching a class is not so different than mounting a production.

The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

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.

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.

If children really want to learn something, and have the opportunity to learn it in use, they do so even if the teaching is poor. For example many learn difficult video games with no professional teaching at all!

In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.

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.

Teaching literature is teaching how to read. How to notice things in a text that a speed-reading culture is trained to disregard, overcome, edit out, or explain away; how to read what the language is doing, not guess what the author was thinking; how to take evidence from a page, not seek a reality to substitute for it.

For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.

I do believe that nice religious people make the world safe for extremists by teaching us [...] that faith is a virtue, teaching us that there's something good about holding beliefs without any substantiating evidence. Once you buy into that, [...] then the door is opened to extremists who defend their extremism by saying, 'Oh well, it's my faith, you can't touch it, you can't criticise my faith, I don't even need to defend it because faith is faith.'

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.

People may talk about intellectual teaching, but what we principally want is the moral teaching.

I think about my education sometimes. I went to the University of Chicago for awhile after the Second World War. I was a student in the Department of Anthropology. At that time they were teaching that there was absolutely no difference between anybody. They may be teaching that still. Another thing they taught was that no one was ridiculous or bad or disgusting. Shortly before my father died, he said to me, ‘You know – you never wrote a story with a villain in it.’ I told him that was one of the things I learned in college after the war.

We are apt to think that everything that happens to us is to be turned into useful teaching; it is to be turned into something better than teaching, into character. We shall find that the spheres God brings us into are not meant to teach us something but to make us something.

One good thing the teaching has given me is the ability to read and revise my own work.

If you want to remain totally free, then don't choose. That's where the teaching of choiceless awareness comes in. Why the insistence of the great masters just to be aware and not to choose? Because the moment you choose, you have lost your total freedom, you are left with only a part. But if you remain choiceless, your freedom remains total. So there is only one thing which is totally free and that is choiceless awareness. Everything else is limited.

I'm honestly not sure that I've ever tried to talk as a theologian about "homosexual acts," per se. My disagreement with the current teaching of the Roman Congregations is about what I consider to be their fundamentally flawed premise of the objectively disordered nature of the inclination.

Teaching is more than imparting knowledge, it is inspiring change.

The Sermon on the Mount...went straight to my heart. I compared it with the Gita. My young mind tried to unify the teaching of the Gita, the `Light of Asia' and the Sermon on the Mount. That renunciation was the highest form of religion appealed to me greatly.

We need to challenge our own theology, challenge the curriculum of our Bible schools and our seminaries, and ask simple questions. Are we teaching and producing ministers who have the right message?

Through scientific discovery and technological innovation, we enlist the forces of the natural world to solve many of the uniquely human problems we face - feeding and providing energy to agrowing population, improving human health, taking responsibility for protecting the environment and the global ecosystem, and ensuring our own Nation's security. Scientific discoveries inspire and enrich us, teaching us about the mysteries of life and the nature of the world.

I'm a product of its [american] teaching, of its thinking, of its -isms, of its religion, of its education. I am conditioned, raised and developed by America; I am America. And as it changes, my thoughts also change. Because no matter what I believe, what the powers-that-be believe will affect me.

Teaching high school was my real training as a novelist: it got me out of my head, and (at least a little) out of books, and invested me in the lives of others and the world around me.

Teaching Black Studies, I find that students are quick to label a black person who has grown up in a predominantly white setting and attended similar schools as "not black enough." ...Our concept of black experience has been too narrow and constricting.

This week, Georgia's board of education approved a plan that allows teachers to keep using the word Evolution when teaching biology. Though, as a compromise, dinosaurs are now called Jesus Horses.

Barely a teenager, Elizabeth Taylor was already more beautiful and voluptuous than Miss America. When she arrived at the Beverly Wilshire Hotel for our magazine shoot, I was bowled over. I couldn't believe she was only fourteen. She filled out a swimsuit better than I did. We did the pictures, including one shot of me teaching her to float. With that superstructure of hers, she floated just fine. What she couldn't do was sink.

One of my fondest memories from childhood is of looking at a globe with my father. "What's the biggest country?" he'd ask me and my sister. We'd spin the globe around and guess. . . . The globe brought me a sense of wonder and adventure. I wanted to go to those other places and see how people did things differently. And, many years later, when I did visit other countries, I took my father's interest and fascination with me. When we plant the seeds of fascination and respect for other people, we are teaching tolerance and peace.

The fear of hell, the punishment of sin, how the modern parent revolts from such teaching. Yet I will assert that far from doing us children harm, it was a sure foundation to the world of our confidence, a master girder in our palace of delight.

For the church to say that abortion is not acceptable for a Catholic is fine. To say directly or indirectly that on something that is a church teaching that you must also vote according to that - that's not acceptable in a country based on the First Amendment.

If I stand there, appreciating the world around me as full of amazing sounds and the possibility of new ones, I think that invites other people to see the world that way, too. I love sharing the experience of singing with people, and I love sharing my stories. But when it comes to teaching, I have a lot of help.

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 basic question 'will I obey Christ 's teaching?' is rarely taken as a serious issue. For example, to take one of Jesus' commands, that is relevant to contemporary life, I don't know of any church that actually teaches a church how to bless people who curse them, yet this is a clear command.

The only thing that I was equipped for with my very mediocre college Arts degree was to get a job in teaching.

Worst, when this sensualism intrudes into the education of young women, and withers the hope and affection of human nature, by teaching that marriage signifies nothing but a housewife's thrift, and that woman's life has no other aim.