Quotes About Teaching

A spiritual teaching is a finger pointing toward Reality; it is not Reality itself. To be in a true and mature relationship with a spiritual teaching requires you to apply it, not simply believe in it.

Teaching poetry, teaching as such, is worthy - if back breaking.

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.

While a significant part of learning certain comes from teaching - but good teaching and by good teachers - a major measure comes from exploration, from reinventing the wheel and finding out for oneself.

At its deepest level, I think teaching is about bringing people into communion with each other, with yourself as the teacher, and with the subject you are teaching.

The Church is a system, - but whether it is as much founded on the teaching of our Lord, who was divine, as on the teaching of St. Paul, who was not divine, is a question to me of much perplexity.

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.

I think novelists are in the education business, really, but they're not teaching you times tables, they are teaching you responsiveness and morality and to make nuanced judgments. And really to just make the planet look a bit richer when you go out into the street.

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.

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.

I loved teaching. It was my world. I only left because I was overwhelmed with three careers - teaching, writing, and my family.

The model of the teaching hospital, which links research to teaching and service is what's missing in global health.

In Acts 14:1, we are told, "At Iconium Paul and Barnabas went as usual into the Jewish synagogue. There they spoke so effectively that a great number of Jews and Gentiles believed." This is what should be sought in Christian schools, not just teaching, but effective teaching. Christian content alone is insufficient. It must be presented in a certain way, and that way cannot be reduced to technique. Nevertheless, God has graciously made it possible to bring people the truth by how the truth is presented.

Water has always been a large part of my life, so for me now, being a father with another child on the way, I'm just teaching some of the small things I've been able to learn - and passing that onto the younger generation. Small things like turning your faucet off when you brush your teeth, not taking a 30-minute shower when you really don't need to. So I want to teach the younger generation to spread the message and make a difference. I'm almost more excited to do this than I was to swim.

War is the antithesis of all our teaching. It breaks all the commandments; it makes rich men poor, and strong men weak. It makes well men sick, and by it living men are changed to dead men.

Learning by doing, peer-to-peer teaching, and computer simulation are all part of the same equation.

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.

Teaching the pagan religion of evolutionism is a waste of valuable class time and textbook space. It is also one of the reasons American kids don't test as well in science as kids in other parts of the world.

In learning you will teach, and in teaching you will learn.

Cleanliness is very important. If you let kids make a total mess in the kitchen and then leave, you're not really teaching them anything.

My advice is really this: what we hear the philosophers saying and what we find in their writings should be applied in our pursuit of the happy life. We should hunt out the helpful pieces of teaching and the spirited and noble-minded sayings which are capable of immediate practical application-not far far-fetched or archaic expressions or extravagant metaphors and figures of speech-and learn them so well that words become works.

Student teaching is the hardest job there is.

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.

I think teaching should be an exalted profession, not a picked-on profession.

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

God’s grace in saving miserable sinners has been replaced by heretical teaching, such as saying that it is because we are so valuable that Christ came to redeem us. Not all who hold self-esteem views go so far, but many do.

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.

It is a common teaching of the Saints that one of the principal means of leading a good and exemplary life is certainly modesty and the mortification of the eyes. Just as there is nothing better than modesty to preserve devotion in a soul and to edify one's neighbor, so too, there is nothing worse than immodesty and licentious glances to expose a person to the danger of becoming lax and loose in morals.

All machinery is derived from nature, and is founded on the teaching and instruction of the revolution of the firmament.

I try to write everyday. I do that much better over here than when I'm teaching. I always rewrite, usually fairly close-on which is to say first draft, then put it aside for 24 hours then more drafts.

Most remarks made by children consist of correct ideas very badly expressed. A good teacher will be very wary of saying 'No, that's wrong.' Rather, he will try to discover the correct idea behind the inadequate expression. This is one of the most important principles in the whole of the art of teaching.

Eventually I gave up teaching at the St. Paul Gallery because of disagreements with the philosophy of that museum, and I got a job at the University of Minnesota, which was very fortunate because it was a part-time job and that gave us a great deal of time in our studio to work together and to make the pots we wanted to make.

I came to teaching late - not until my forties - which is one reason why I'm not burned out.

Every math curriculum in the world is based on the idea of hand-calculating, and most of what you're teaching is how to calculate. And I think the resistance to this is very variable.

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.

Gardening can become a spiritual exercise, teaching us discernment as we eliminate the weeds from our lives, giving what we value room to grow.

The business of education has lay[ed] the foundations for nurseries of wise and good men, to adapt our modes of teaching to the peculiar form of our government . . . . He must be taught to love his fellow creatures in every part of the world, but he must cherish with a more intense and peculiar affection the citizens of Pennsylvania and of the United States.

If you want to, you can share my teaching refrain: I can't want you to succeed more than you do.

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.

In 1847 I gave an address at Newton, Mass., before a Teachers' Institute conducted by Horace Mann. My subject was grasshoppers. I passed around a large jar of these insects, and made every teacher take one and hold it while I was speaking. If any one dropped the insect, I stopped till he picked it up. This was at that time a great innovation, and excited much laughter and derision. There can be no true progress in the teaching of natural science until such methods become general.

The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.

I am deeply concerned with the diminution of the teaching strength of the country as a result of the disproportionately low salaries that are paid to teachers throughout the country.

Howard Zinn was magical as a teacher. Witty, irreverent, and wise, he loved what he was teaching and clearly wanted his students to love it, also.

We would labor earnestly to raise a believer in salvation by free will into a believer in salvation by grace, for we long to see all religious teaching built upon the solid rock of truth and not upon the sand of imagination. At the same time, our grand object is not the revision of opinions, but the regeneration of natures. We should bring men to Christ, not to our own particular views of Christianity.

I graduated from Bowdoin College and went to the Harvard Graduate School of Education. Then I left and took a job teaching really poor inner-city white kids in Boston. It was interesting to me because I'd never been around poor whites before.

There are always some people who are ready to embrace a doctrine, a notion, a dogma, and they miss the real teaching.

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.

The goal of gospel teaching... is not to 'pour information' into the minds of class members... The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles.