Quotes About Teaching

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.

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.

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.

The teaching which is written on paper is not the true teaching. Written teaching is a kind of food for your brain. Of course it is necessary to take some food for your brain, but it is more important to be yourself by practicing the right way of life.

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.

I don't like having a teaching job - office hours and conferences and committees and bosses and all that - but I tend to enjoy teaching, and I design the course in such a way that there'll be pleasure in that.

God, there's teaching biology and teaching sexuality, and it's two separate things. They mix it and make it more of a morality thing where it's like, "A man and woman have a baby."

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.

The aim of my teaching is enlightenment, awakening from the dream state of separateness into the reality of the One. In short, my teaching is focused on realizing what you are.

The key to fixing education is better teaching, and the key to better teaching is figuring out who can teach and who can't.

There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.

The people who are teaching religion and not teaching love are missing the message.

No teaching is equal, more spiritually rewarding, or more exalting than that of a mother teaching her children.

The more we try to improve our schools, the heavier the teaching task becomes; and the better our teaching methods the more difficult they are to apply.

The infallibility and inerrancy of biblical teaching does not, however, guarantee the infallibility and inerrancy of any interpretation or interpreter of that teaching; nor does the recognition of its qualities as the Word of God in any way prejudge the issue as to what Scripture does, in fact, assert. This can be determined only by careful Bible study.

To live a single day and hear a good teaching is better than to live a hundred years without knowing such teaching.

My teaching career started with me teaching comp at a very small school in Buffalo. And I was terrible at that point. They never should have hired me.

I think we have to be active in teaching our children, and teaching each other. We have to be active about kindness and about peace. I've always fantasized that it would be great if there was a Department of Peace. We have a military, but what if there was a department devoted entirely and truthfully to finding peaceful resolutions?

Teaching may be compared to selling commodities. No one can sell unless somebody buys.

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

In truth, to attain to interior peace, one must be willing to pass through the contrary to peace. Such is the teaching of the Sages.

Teaching my kids to give back is an essential part of parenting. It's not something that's optional. Compassion is one of the basic values that I want my children to have: that if they see a need, whether it's around the corner or thousands of miles of away, they should feel motivated to do whatever they can to help.

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.

They call it coaching but it is teaching. You do not just tell them...you show them the reasons.

Student teaching is the hardest job there is.

Most people...are put off science because maths is the gateway and they can't handle it. What we should be teaching is operational maths because, in general, the maths we need to carry out science is pretty straightforward.

As another has well said, to handicap a student by teaching him that his black face is a curse and that his struggle to change his condition is hopeless is the worst sort of lynching.

Teaching is the last refuge of feeble minds with a classical education.

Alternative therapists don't kill many people, but they do make a great teaching tool for the basics of evidence-based medicine, because their efforts to distort science are so extreme.

I realized that searching for a mentor has become the professional equivalent of waiting for Prince Charming. We all grew up on the fairy tale "Seeping Beauty," which instructs young women that if they just wait for their prince to arrive, they will be kissed and whisked away on a white horse to live happily ever after. Now young women are told that if they can just find the right mentor, they will be pushed up the ladder and whisked away to the corner office to live happily ever after. Once again, we are teaching women to be too dependent on others.

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.

When media "narratives" about [Pope] Francis get set in concrete, and act as filters bending or distorting (or ignoring) aspects of his vision and his teaching that don't fit the established story line, the Church has a problem.

Fathers should start teaching the boys how to punch.

Freedom of teaching and of opinion in book or press is the foundation for the sound and natural development of any people.

The real master is only a presence. He has no intentions of being a master. His presence is his teaching. His love is his message. Every gesture of his hand is pointing to the moon. And this whole thing is not being done, it is a happening. The master is not a doer. He has learned the greatest secret of life: let-go. The master has drowned his ego and the idea of separation from existence itself.

Much of the pressure contemporary parents feel with respect to dressing children in designer clothes, teaching young children academics, and giving them instruction in sports derives directly from our need to use our children to impress others with our economic surplus. We find "good" rather than real reasons for letting our children go along with the crowd.

I am inspired by my mother's faith and the teaching I receive under the leadership of Bishop Kenneth C. Ulmer. I am also inspired by hard work and powerful people who have maintained a sense of integrity, decency, and kindness. Love really inspires me.

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.

I don't think it matters what school you go to, but I think it's important for parents to be involved. And to know that when school stops, learning continues, and to continue teaching at home.

The authentic and pure values, truth, beauty, and goodness, in the activity of a human being are the result of one and the same act, a certain application of the full attention to the object. Teaching should have no aim but to prepare, by training the attention, for the possibility of such an act. All the other advantages of instruction are without interest.

Pupils may learn many things when a teacher is not in fact teaching.

Truth persuades by teaching, but does not teach by persuading.

God became man to turn creatures into sons: not simply to produce better men of the old kind but to produce a new kind of man. It is not like teaching a horse to jump better and better but like turning a horse into a winged creature.

It can be said unequivocally that good teaching is far more complex, difficult, and demanding than mediocre research, which may explain why professors try so hard to avoid it.

I regard teaching religion as purveying lies.

In short, we needed to shift our thinking and teaching about values-driven leadership from asking the question "What is the right thing to do?" to asking and answering the question "Once I know what I believe is right, how do I get it done?"

Most of the teaching I do is not verbal. It's in every movement of my body. It's in my dance. It's in the way I lift a glass of water. It's in my voice tone. It's in every aspect of my life - because it isn't my life anymore.