Quotes About Teaching

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.

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 am not simply teaching the reading; I am teaching the reader.

I love teaching I think more than anything. It's the opportunity to just teach young people and teach the game. You teach more than basketball. You teach life skills. The teaching part of it is something that I am passionate about. I look forward to every practice. A lot of people say well, I enjoy coaching, but I see myself as more as a teacher.

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

I'd like to give every young teacher some good news. Teaching is a very easy job. Administrators will tell you what to do. You'll be given books and told chapters to assign the children. Veteran teachers will show you the correct way to fill out forms and have your classes line up.And here's some more good news. If you do all of these things badly, they let you keep doing it. You can go home at three o'clock every day. You get about three months off a year. Teaching is a great gig.However, if you care about what you're doing, it's one of the toughest jobs around.

I feel that for years of teaching in the country and reading criticism in books, I feel like the things most needed in our culture are the understanding of the meanings of our music. We haven't done that good of job teaching our kids what our music means or how we developed our taste in music that reminds us and teaches us who we are.

The discipline of the Old Testament may be summed up as a discipline teaching us to abhor and flee from sin; the discipline of the New Testament, as a discipline teaching us to die to it.

What I am teaching is religiousness, a quality. Religion is a dead dogma, fixed principles, frozen fossils. What I am teaching to you is a living, flowing religiousness - an experience like love.

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.

It is indeed better (as no one ever could deny) that men should be led to worship God by teaching, than that they should be driven to it by fear of punishment or pain; but it does not follow that because the former course produces the better men, therefore those who do not yield to it should be neglected. For many have found advantage (as we have proved, and are daily proving by actual experiment), in being first compelled by fear or pain, so that they might afterwards be influenced by teaching, or might follow out in act what they had already learned in word.

Teaching at university isn't like teaching in an art school.

In the order I was in, each brother takes five vows, one of which is teaching the poor gratuitously. As a young person I was seized by this idea of social justice and I wanted very much to follow my vow of teaching the poor gratuitously.

If you're teaching today what you were teaching five years ago, either the field is dead or you are.

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.

Teaching can be compared to selling commodities. No one can sell unless someone buys ... yet there are teachers who think they have done a good day's teaching irrespective of what the pupils have learned.

Teaching creativity to your child isn't like teaching good manners. No one can paint a masterpiece by bowing to another person's precepts about elbows on the table.

One of the unique aspects of the Bible is that it is primarily a story illustrated by teaching and not primarily teaching illustrated by story.

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

If religious freedom is to endure in America, the responsibility for teaching religion to public school children must be left to the homes and churches of our land, where this responsibility rightfully belongs. It must not be assumed by the government through the agency of the public school system.

If the question were, "What ought to be the next objective in science?" my answer would be the teaching of science to the young, so that when the whole population grew up there would be a far more general background of common sense, based on a knowledge of the real meaning of the scientific method of discovering truth.

Everyone had always told me I had to see alpine flowers, since I was writing about flowers, and I had never seen these. So I happened to be teaching a class at the University of Colorado, and I got to go for hikes that took me there. But my perspective was most often down at ground level, trying to see quite tiny exquisite flowers.

Were not teaching our students the importance of relationships with other people: how you work with them, what the relational pathology consists of, how you examine your own conscience, how you examine the inner world, how you examine your dreams.

Admitting that it is the profession of our sex to teach, we perceive the mother to be first in point of precedence, in degree of power, in the faculty of teaching, and in the department allotted. For in point of precedence she is next to the Creator, in power over her pupil, limitless and without competitor.

What borders on the criminal is the poor teaching and neglect of those subjects that deal with the history of ideas and ideals, a knowledge of which is essential to all youth who would assume their place in society as thinking, feeling human beings.

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.

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.

It's actually a tribute to the quality of economics teaching that they have persuaded so many generations of students to believe in so much that seems so counter to what the world is like. Many of the things that I'm going to describe make so much more common sense than these notions that seem counter to what one's eyes see every day.

The faith of the Latter-day Saints and the teaching that I have had since I was a child at my mother's knee, as well as from this stand, is that the Constitution of our country was written by men inspired of the Lord God Almighty. Therefore we, as Latter-day Saints, more than any other people, ought to be supporters of the Constitution, and all constitutional law.

I want to be taken playfully, not seriously - not with a long British face, but with beautiful laughter. Your laughter, your playfulness is the recognition that you have understood me. Your seriousness shows that you have misunderstood me, you have missed it - because seriousness is nothing but sickness. It is another name of sadness; it is a shadow of death. And I am all for life. If it is needed for your laughter, your dance, even to reject me, then reject me - but don't reject the dance and the song and the life, because that is my teaching.

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.

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.

The Lord Buddha was once asked by a disciple to sum up the whole of His teaching in one verse. He replied: Cease to do evil; Learn to do well; Cleanse your own heart; This is the religion of the Buddha.

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.

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.

My teaching - of what is perceived to be a complex and foreign sounding religious philosophy - has become the target for people's prejudice and religious intolerance.

This is his uncle's teaching, this Worcester, Malevolent to you In all aspects, Which makes him prune himself and bristle up The crest of youth against your dignity.

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

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.

I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.

If I'm teaching deep things, then I view it as important to make people feel like they're learning deep things, because otherwise, they will still have a hole in their mind for "deep truths" that needs filling, and they will go off and fill their heads with complete nonsense that has been written in a more satisfying style.

It's hard for these athletes to stay healthy. They are constantly being bombarded with unhealthy advertising. Peer pressure can override the body's demand for health. Being healthy goes beyond 'not being sick' (where all lab reports indicate health), to feeling optimistic, energetic, strong and happy with their bodies. Teaching them to take charge of their bodies is a job of coaching. Help them gain discipline in conditioning, nutrition and attitude/emotional control.

When someone is taught the joy of learning, it becomes a life-long process that never stops, a process that creates a logical individual. That is the challenge and joy of teaching.

I was privileged to be able to study a year with Martha Graham, the last year she was teaching.

I think we should sometimes read stories where everything's different from our world, don't you agree? There's nothing's like it for teaching us to wonder why trees are green and not red, and why we have five fingers rather than six.' --spoken by The Bluejay, aka Mo the Bookbinder, from 'Inkdeath

I have a true aversion to teaching. The perennial business of a professor of mathematics is only to teach the ABC of his science; most of the few pupils who go a step further, and usually to keep the metaphor, remain in the process of gathering information, become only Halbwisser [one who has superficial knowledge of the subject], for the rarer talents do not want to have themselves educated by lecture courses, but train themselves. And with this thankless work the professor loses his precious time.

No one can teach, if by teaching we mean the transmission of knowledge, in any mechanical fashion, from one person to another. The most that can be done is that one person who is more knowledgeable than another can, by asking a series of questions, stimulate the other to think, and so cause him to learn for himself.

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