Quotes About Teaching

It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.

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.

... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.

Teaching, real teaching, is - or ought to be - a messy business.

Teaching well draws from the same well that writing draws from: the reserves of compassion and ability to listen and concentrate on another. So I have to have fine line between teaching and writing. I try not to ever think of career. I just try to go to the dream world every day.

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 didn't know what to do with myself. I wasn't excited by the teaching of the school. If they'd been intent on really teaching you things, I would have been a little more attentive.

Om Schooled is the perfect manual for anyone who wants to start teaching yoga to kids. This is not just a theoretical book—it is a step-by-step manual. Sarah Herrington shares the wisdom she has gained from her day-to-day experiences, for many years, teaching all ages of children yoga in the New York School system.

You know, our fundamentalist friends dislike the teaching of evolution in schools because of the effect they feel it has on our view of our own special importance, while liberals insist that scientific and spiritual matters can be kept in separate compartments. On this point, I tend to agree with the fundamentalists, though I come to opposite conclusions about teaching evolution because I am convinced it's true.

Teaching at best beckons us to morality, but it is not in itself efficacious. Teaching is like a mirror. It can show you if your face is dirty, but it the mirror will not wash your face.

Hinduism threw away Buddhism after taking its sap. The attempt of all the Southern Acharyas was to effect a reconciliation between the two. Shankaracharya's teaching shows the influence of Buddhism. His disciples perverted his teaching and carried it to such an extreme point that some of the later reformers were right in calling the Acharya's followers "crypto-buddhists".

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.

Teaching people to draw is teaching people to look

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.

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.

Sharing is Caring - Teaching our children to share is teaching them compassion and love.

To the teacher weighed down with paperwork, I say: you've been messed around too often. You came into teaching to spend your time teaching children not filling in forms.

Teaching by precept, without example, is mighty poor teaching.

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

I'd be satisfied just coaching in high school. I turned down a number of colleges when I was teaching in South Bend, Indiana, before I went into the service. I honestly believe that if I hadn't enlisted in the service, I would never have left high school teaching. I'm sure I would have never left.

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.

But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.

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.

I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.

If you want to change people by talking about God, then there is only one way: instead of teaching God, you must live God. Because: "teaching" God is unthinkable in any other way than the way you would teach love or poetry. You teach love only through love, poetry only through writing poetry, faith in God only through a contagious way of trusting.

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?

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.

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.

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.

Teach by teaching, not by correcting

Quite a while ago, I made a conscious choice to place my teaching first, so it was very ego-invested. That decision wasn't a good thing in some ways.

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.

My mom was a cheerleader and had me as a teenager. I remember her giving me some pom-poms and teaching me how to do some splits when I was 3 or 4.

Looking back, I understand that I was teaching myself to write.

I'm teaching myself to believe in things I don't understand, I don't even know if they're true, but that's what dreamers do.

Where you can see tribal behavior now is in this business about teaching evolution in a science class and intelligent design. It's the scientists themselves are behaving tribally.

Student teaching is the hardest job there is.

This is the first teaching of the Knights: You will erase everything you had written in the book of your life up until now: restlessness, uncertainty, lies. And in the place of all this you will write the word courage.

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.

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.

Doctoral training is devoted almost entirely to learning to do research, even though most Ph.Ds who enter academic life spend far more time teaching than they do conducting experiments or writing books.

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

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.

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.

I love teaching; I love little kids.