Quotes About Teaching

I started teaching in '76 and I'd been a photographer at the Geographic for six years. But prior to being at the Geographic I was a teacher. Plus my parents were teachers and my brother and my grandparents. So it was the culture of our family to think about teaching, to talk about teaching, to talk about teachers.

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.

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.

I haven't taught creative writing all that much (my CW teaching consists of a few summer workshops for elementary school children and an eight-week class for older adults), and I don't really know what my teaching style is yet.

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."

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.

Every time you ride, your either teaching or un-teaching your horse.

Teaching is learning. When you're teaching full-time you have to do research, stay current.

In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing.

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.

I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities.

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.

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

Whoever sees me sees the teaching, and whoever sees the teaching sees me.

For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.

I am teaching. Storytelling is teaching

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

Let's stop teaching to the middle and start teaching to the student.

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.

Making disciples isn’t about gathering pupils to listen to your teaching. The real focus is not on teaching people at all–the focus is on loving them.

My life as a painter influences my teaching and my duties as president of CCA - and I hope some of the experience of working at an exciting art school also spills over into my studio work. I believe most artists are adept at juggling multiple responsibilities - whether it's work, teaching, caring for family members or attending to relationships - with their studio commitment.

Love is the supreme form of communication. In the hierarchy of needs, love stands as the supreme developing agent of the humanity of the person. As such, the teaching of love should be the central core of all early childhood curriculum with all other subjects growing naturally out of such teaching.

Winners surround themselves with other winners. A winner knows he's a winner. He doesn't need second-raters and yes-men around to feed his ego. He knows he'll win more, and go further, with associates who not only can keep up with him but who also are capable of teaching him something.

If you want to remain totally free, then don't choose. That's where the teaching of choiceless awareness comes in. Why the insistence of the great masters just to be aware and not to choose? Because the moment you choose, you have lost your total freedom, you are left with only a part. But if you remain choiceless, your freedom remains total. So there is only one thing which is totally free and that is choiceless awareness. Everything else is limited.

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.

In the annals of American blunders, the Bay of Pigs may have been even more feckless, and the invasion of Iraq more costly, but we cannot yet calculate the cost of teaching Iran and others, by our role in the casual overthrow of Moammar Gaddafi, the peril of not having nuclear weapons.

Life is a frail and transitory thing, but it has been given a higher purpose and dignity through the revelation of God's Teaching to Israel, and the resulting dedication of an entire people to God's service.

The Sermon on the Mount...went straight to my heart. I compared it with the Gita. My young mind tried to unify the teaching of the Gita, the `Light of Asia' and the Sermon on the Mount. That renunciation was the highest form of religion appealed to me greatly.

Part of teaching is helping people create themselves.

When I went home, my family became a little lonely family because it was just me and my mom. Part of my longing to go back to work was wanting to be surrounded by these people who were teaching me things and drinking bad coffee at three in the morning while we were lying around in a bikini in the winter. Somehow it just felt like real life. It felt more like real life than my life.

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.

I love teaching; I love little kids.

My recent retirement from full-time teaching to the status of research professor at University of California-Santa Barbara (UCSB) encouraged me to come out, so to speak.

If I say to my daughter, "Go say `hi' to Aunt Gertrude," there is a reason there. I'm teaching her manners. I think the idea that she'll say `hi' to Aunt Gertrude only if she wants to is the biggest crock of silliness I've ever heard. Yet I meet people everyday who were clearly brought up to think that if they didn't want to say "hi" to Aunt Gertrude, that was fine.

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

Teaching writing is a hustle.

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.

Like most of the other teachers, I'd done a bit of teaching and we all think we're great at what we do, but you realize that normally you have an audience who are all onside, who all want to listen.

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.

Nowhere in the Word of God is there any text or passage or line that can be twisted or tortured into teaching that the organic living church of Jesus Christ just prior to His return will not have every right and every power and every obligation that she knew in that early part of the book of Acts.

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.

My being a teacher had a decisive influence on making language and systems as simple as possible so that in my teaching, I could concentrate on the essential issues of programming rather than on details of language and notation.

All teachers are already leaders. It's in the nature of teaching.

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.

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.