Teaching Quotes - Page 126

The seeker is at liberty to extract from this treasure any meaning he likes, so as to enable him to enforce in his life the central teaching.

I still somehow or other fancy that "my philosophy" represents the true meaning of the teaching of the Gita.

You've got to accept the fact that you are basically not teaching a subject, you are teaching children

Schooling, instead of encouraging the asking of questions, too often discourages it.

We learn as much by others' failings as by their teachings. Examples of imperfection is just as useful for achieving perfection as are models of competence and perfection.

I went to a girls high school and I went to a women's college and when I first started teaching at Georgetown it had been a single sex school and so they wanted to have some women professors when they went co-ed, and so I originally was hired to start a program there, and really encourage women to go into foreign policy. I always have done that, and I really do think that things are better when women are involved.

You can't turn up at college in stilettos and say you're gonna be a filmmaker. In the college, they were teaching me avant-garde filmmaking, where I had to make films that were, like, an hour long about nothing. I just refused to do it.

If you're a "good" teacher, somebody who is responsible or careful, teaching takes time. Teaching is performative. Students nowadays evaluate you and there's a lot made in these evaluations about how you perform. Maybe you don't have the greatest delivery in the world. But you know a lot, have a lot to offer. So that's pretty unsettling. We've become so image-based and performance-based as a society. You have to be ready to appear on "Jimmy Kimmel Live!" at any moment.

What I don't like about teaching is hearing myself say the same thing. I mean, you just want to sort of shoot yourself after a while. But you don't have a million different ways of thinking about what you have been thinking about for many years. And then there's the truism that you're only as good as your students. If they're not into what's going on, it doesn't matter who you are.

The lock-step approach of algebra, geometry, and then more algebra (but rarely any statistics) is still dominant in U. S. schools, but hardly anywhere else. This fragmented approach yields effective mathematics education not for the many but for the few primarily those who are independently motivated and who will learn under any conditions.

New laboratories and centers will help our schools lift their standards of excellence and explore new methods of teaching. These centers will provide special training for those who need and deserve special treatment.

I am basically the sort of person who has stage-fright teaching. I kind of creep into a classroom. I'm not an anecdote-teller, either, although I often wish I were.

I find teaching - I like it, but I find just walking into the classroom and facing the students very difficult.

Great men in teaching weak men to reflect have set them on the road to error.

Rigorous teaching schedules combined with mounds of paperwork can lead to burnout.

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.

It's difficult to get a job and people stay in school longer because they're employed as teaching assistants or instructors by their schools, by their schools where they're graduate students, and that does become exploitative eventually because they're very cheap labor and there's a way in which in it's not in the institution's interest to give them a degree if they can continue to employ them, I don't think anybody thinks that way, but effectively that's the way the system is starting to work.

We are not responsible for the behavior of anyone that goes contrary to what we teach, any more than the Pope of Rome or the Archbishop of Canterbury or a religious leader who teaches moral law and values can be charged with the errant behavior of a parishioner or congregant who may violate their moral teachings. That is on the individual.

Select such subjects that your pupils cannot walk out without seeing them. Train your pupils to be observers, and have them provided with the specimens about which you speak. If you can find nothing better, take a house-fly or a cricket, and let each one hold a specimen and examine it as you talk.

Rather than a teaching tool, I think a novel is more of a witnessing entity. A witnessing entity? What is that? I just want the reader to step in and experience it as a story.

One should always think of what one is about; when one is learning, one should not think of play; and when one is at play, one should not think of learning.

Tis pleasing to be school'd in a strange tongue By female lips and eyes--that is, I mean, When both the teacher and the taught are young, As was the case, at least, where I have been; They smile so when one's right; and when one's wrong They smile still more.

O ye! who teach the ingenious youth of nations, Holland, France, England, Germany or Spain, I pray ye flog them upon all occasions, It mends their morals, never mind the pain.

That great political idea, sanctifying freedom and consecrating it to God, teaching men to treasure the liberties of others as their own and to defend them for the love of justice and charity more than as a claim of right, has been the soul of what is great and good in the progress of the last two hundred years.

The only part of Christian teachings which will be truly accepted by the Chinese people is Christ's injunction to be "harmless as doves" but "wise as serpents.