Quotes About Teaching

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.

I started teaching yoga in 1974 in Colorado, I was living in Winter Park, and I started teaching skiers. At that point I was teaching more of the Sivananda system and just pushing it up a little bit to make it a little more rajasic a little more active, a little more physical. People would come, and feel great, and by the time I left Colorado in 1980 I'd taught pretty much everyone in town - the ski patrol, ski instructors, the bar owners.

The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'

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.

I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.

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.

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 used to think that prayer should have the first place and teaching the second. I now feel that it would be truer to give prayer the first, second and third place, and teaching the fourth.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.

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.

I know what the teaching is, but to realize the teaching in a life experience, the sh*t really is an opportunity to find out who we truly are. To really learn and to awaken to our potential.

I think teaching a man to hate himself is much more criminal than teaching a man to hate someone else.

Imitation is very easy, and the whole culture and society depends on imitation. Everybody is telling you how to behave, and whatsoever they are teaching you is nothing but imitation. Religious people - the so-called religious people, the priests, the theologians - they are also teaching you, `Be like Jesus, be like Buddha, be like Krishna.` Nobody ever tells you, `Just be yourself` - nobody. Everybody is against you, it seems. Nobody allows you to be yourself, nobody gives you any freedom. You can be in this world, but you must imitate somebody.

I believe sanity and realism can be restored to the teaching of Mathematical Statistics most easily and directly by entrusting such teaching largely to men and women who have had personal experience of research in the Natural Sciences.

Dharma has several connotations in South Asian religions, but in Buddhism it has two basic, interrelated meanings: dharma as 'teaching' as found in the expression Buddha Dharma, and dharma as 'reality-as-is' (abhigama-dharma). The teaching is a verbal expression of reality-as-is that consists of two aspects-the subject that realizes and the object that is realized. Together they constitute 'reality-as-is;' if either aspect is lacking, it is not reality-as-is. This sense of dharma or reality-as-is is also called suchness (tathata) or thatness (tattva) in Buddhism.

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.

When a father, absent during the day, returns home at six, his children receive only his temperament, not his teaching.

Life is good for only two things, discovering mathematics and teaching mathematics.

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.

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.

You will realize that doctrines are inventions of the human mind, as it tried to penetrate the mystery of God. You will realize that Scripture itself is the work of human minds, recording the example and teaching of Jesus. Thus it is not what you believe that matters; it is how you respond with your heart and your actions. It is not believing in Christ that matters; it is becoming like him.

Sometimes it can be really hard in our fast paced society to slow ourselves down enough to begin to listen to God's voice. The dilemma exists in my position as well. To be a follower of Christ is to emulate Him. When He went off alone into the desert to pray, He was teaching a valuable lesson.

When I'm not the Tiger Mom, I'm a professor at Yale Law School, and if one thing is clear to me from years of teaching, it's that there are many ways to produce fabulous kids. I have amazing students; some of them have strict parents, others have lenient parents, and many come from family situations that defy easy description.

Singing is a kind of sport and a singer a kind of athlete and following this model becoming "vocally fit" - building vocal muscles - should be the point of any form of voice teaching. Other approaches don't work directly on building vocal muscles but instead focus on so-called diaphragm support and breathing, mask singing, breath control, throat relaxation - all of which are useless at best and harmful at worst.

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 may receive the information but miss the teaching.

I was trained to become an economist and I finished my work and I was teaching and did my PhD so I thought I did that. I prepared myself for that kind of road. But then I realized that I had not learned enough to solve the problem of poverty. So I distanced myself from the things that I learned and tried to learn anew about people.

One can only learn by teaching.

Fathers should start teaching the boys how to punch.

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 young, in their innocence, are often wise and capable of teaching the old.

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.

Teaching writing is a hustle.

He may be dead; or he may be teaching English.

Teaching and writing have tended to proceed on parallel lines, but there have been times when there was indeed carry-over from the classroom to the creative work.

When we were in the seminary we got a stipend direct from the government and for that stipend we had an obligation to stick to our teaching job for five years.

Up to now my involvement in the Tibetan freedom struggle has been part of my spiritual practice, because the issues of the survival of the Buddha Teaching and the freedom of Tibet are very much related. In this particular struggle, there is no problem with many monks and nuns, including myself, joining.

Often a man goes on for years imaging that the religious teaching that had been imparted to him since childhood is still intact, while all the time there is not a trace of it left in him.

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

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

Classes teaching you how to breathe. I'm 32, I think I've got the hang of it.

We do not wish to abolish teaching and to make every man his own master, but if the curates will not teach the gospel, the layman must have the Scripture, and read it for himself, taking God for his teacher.

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.

Looking at the elementary schoolers in their colorful T-shirts from various day camps, Percy felt a twinge of sadness. He should be at Camp Half-Blood right now, settling into his cabin for the summer, teaching sword-fighting lessons in the arena, playing pranks on the other counselors. These kids had no idea just how crazy a summer camp could be.

In my teaching and consulting practice, I encourage people to learn to experiment with confidence and to see themselves as scientists in the laboratory of their lives, continually trying new ways to pursue what matters most to them and to the people who depend on them. Smart, small wins are crucial to this approach, as is devoting time and attention to reflecting on what works and what doesn't.

It is said that “there is a self,” but “non-self” too is taught. The buddhas also teach there is nothing which is “neither self nor non-self.” Everything is real, not real; both real and not real; neither not real nor real: this is the teaching of the Buddha.

Even though their arguments did not invoke religion, I think we all know what's behind these arguments. They're trying to protect religious beliefs from contradiction by science. They used to do it by prohibiting teachers from teaching evolution at all; then they wanted to teach intelligent design as an alternative theory; now they want the supposed "weaknesses" in evolution pointed out. But it's all the same program - it's all an attempt to let religious ideas determine what is taught in science courses.