Teaching Quotes - Page 134

When all is said and done, teaching is what I try to do for a living.

No teacher should be required to accept in a class any individual whose conduct habitually interferes with the teaching of others.

The Chicken Soup for the Soul books are the result of over 20 years of teaching seminars and giving speeches.

Oh, this is going to be fun; he actually thinks he's teaching me something.

What are the purposes and priorities of teaching? . . . First, to inspire. Second, to challenge. Third, and only third, to impart information.

What is less often noticed is that it is precisely the kind of moral instruction that parents are constantly trying to give their children — concrete, imaginative, teaching general principles from particular instances, and seeking all the time to bring the children to appreciate and share the parent's own attitudes and view of life… The all-embracing principles of conduct

Infallible denotes the quality of never deceiving or misleading and so means wholly trustworthy and reliable; inerrant means wholly true. Scripture is termed infallible and inerrant to express the conviction that all its teaching is the utterance of God who cannot lie, whose word, once spoken, abides for ever, and that therefore it may be trusted implicitly.

I asked him what, if anything, got him down about teaching. He said he didn't think that anything about it got him exactly down, but there was one thing, he thought, that frightened him: reading the pencilled notations in the margins of books in the college library.

I'm focusing on healing lives and teaching people that they can heal - giving them tools to heal.

When anyone makes comments that are offensive to you, would you be willing to do the teaching?

In addition, the teaching of theories from axioms, or some close imitation of them such as the basic laws of an algebra, is usually an educational disaster.

I do three things. I do teaching, I do conducting and I do playing. And each one of those sort of helps the other.

[Asked whether he would like to see an experimental demonstration of conical refraction] No. I have been teaching it all my life, and I do not want to have my ideas upset.

I always considered myself being an organizer. I'm very good at teaching singers, I'm very good at staging a show, to entertain people. But I never included myself. I never applied this to me as an artist.

I just had to plod along without having any teaching, which was a pity.

Our teaching of mathematics revolves around a fundamental conflict. Rightly or wrongly, students are required to master a series of mathematical concepts and techniques, and anything that might divert them from doing so is deemed unnecessary. Putting mathematics into its cultural context, explaining what is has done for humanity, telling the story of its historical development, or pointing out the wealth of unsolved problems or even the existence of topics that do not make it into school textbooks leaves less time to prepare for the exam. So most of these things aren't discussed.

Religious leaders could play a significant role in making explicit the connections between current concerns for the environment and age-old teachings about our dependence on the natural world, and the dangers of greed and excess

Action is the activity of the rational soul, which abhors irrationality and must combat it or be corrupted by it. When it sees the irrationality of others, it must seek to correct it, and can do this either by teaching or engaging in public affairs itself, correcting through its practice. And the purpose of action is to enable philosophy to continue, for if men are reduced to the material alone, they become no more than beasts.

The New York Times columnist, Thomas Friedman, cited Haqqani to make the argument that Guantánamo must be shut down. He wrote:“Husain Haqqani, a thoughtful Pakistani scholar now teaching at Boston University, remarked to me: 'When people like myself say American values must be emulated and America is a bastion of freedom, we get Guantánamo Bay thrown in our faces. When we talk about the America of Jefferson and Hamilton, people back home say to us: 'That is not the America we are dealing with. We are dealing with the America of imprisonment without trial.'

The road to freedom, here and everywhere, begins in the classroom.

I wanted to be a part of history and not just a recorder and teacher of history. So that kind of attitude towards history, history itself as a political act, has always informed my writing and my teaching.

It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.

Attempt to teach the young but little at a time; this will be easier to impart, easier to receive, and surer to be retained.

The pulpit only "teaches" to be honest; the market-place "trains" to overreaching and fraud; and teaching has not a tithe of the efficiency of training. Christ never wrote a tract, but He went about doing good.

Great knowledge is requisite to instruct those who have been well instructed, but still greater knowledge is requisite to instruct those who have been neglected.