Teaching Quotes - Page 144

My attitude about teaching has always been the same. From early on, I wanted to make yoga accessible so that anyone, regardless of ability, could experience its wonder, joy, and power. I encourage students to question, learn, and develop their own personal practice.

I was teaching magic at NYU when I was 16.

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.

Mary O'Neal used to say that I was teaching her course in disguise, as she said "in cultural disguise." What she meant was that this really was a very fervent kind of civil rights art course, not altogether art history. It wasn't altogether theory. She called it an action course.

Giving a man a fish feeds him for one meal. Teaching a man to fish feeds him for a lifetime. As parents and gospel instructors, you and I are not in the business of distributing fish; rather, our work is to help our children learn 'to fish.'

Teaching kids about money is never just about money.

I taught for a semester, but couldn't work out my teaching schedule with my acting schedule because they just didn't jive. So, I had to make a decision. And by sheer luck, I'm sure, I have not stopped working as an actor.

There was something I was always very good at, however, and that was teaching myself not to be frightened while frightening things are going on. It is difficult to do this, but I had learned. It is simply a matter of putting one’s fear aside, like the vegetable on the plate you don’t want to touch until all of your rice and chicken are gone, and getting frightened later, when one is out of danger. Sometimes I imagine I will be frightened for the rest of my life because of all of the fear I put aside during my time in Stain’d-by-the-Sea.

I love teaching online at my website and soon I'll be writing a math book. I love to teach math. I just don't have time for a full-time teaching gig. Acting is way too time-consuming.

Those memories that are engraved within me become teaching tools, ways of connecting with others, of creating an empathic bridge, of reaching out a hand and saying, I've been there, too.

My teaching forces me to articulate what I think works in a piece of fiction and how I think it works. All of that gives me energy as a writer.

My teaching exists in a different part of my brain. However, I am lucky enough to teach very smart graduate students.

When you see that 76 percent of teachers are female, I think you have to acknowledge that there's a cultural bias, and it does date back to this nineteenth century idea that teaching is a form of mothering.

There's definitely a tension between the way teaching is talked about and understood at the political level and how everyday average Americans think about teachers.

There are a lot of polls that show that actually Americans have a pretty high opinion of teachers, that Americans think teachers are just about as prestigious as doctors. And yet there's this political conversation - this reform conversation - that paints a very negative picture of the effectiveness of the teaching population. So there's definitely a tension between the way teaching is talked about and understood at the political level and how everyday average Americans think about teachers.

Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people. I've even talked to people who didn't necessarily go into teaching thinking they wanted to work at a charter school or even may have been considered critics of the charter school movement, and found that it was the only way for them to get their foot in the door. So young people just have much more familiarity with the concept.

Teaching is been seen as kind of a moral calling and not as an intellectual job.

The meanings get lost and the teachings get tossed and you don't know what you're going to do next.

I started out as a poet who primarily wanted to write about image and moment. Over the years I've been trying to teach myself how to do plot and scene. My first story collection had the most issues with the plotlessness, and when I was writing my second collection I was teaching myself how to make things happen.

Motive is also important in our quest for knowledge and in the questioning that accompanies it. In commenting on our duty to educate for eternity, Eugene England writes: Teaching or learning - with the Spirit of God simply means (though it is not simple) that we are doing so with an eye single to eternal, not worldly, values, with an eye single to lasting development of the mind and spirit and to useful service to others, especially to aid in their lasting development of mind and spirit.

It seems to me that a Latter-day Saint parent has a responsibility in love and gentleness to affirm the teaching of the Lord through His prophets that the course of action he is about to embark upon is sinful.

Every teaching position, every missionary position can be held by single people. We welcome to that kind of service people who are struggling with any kind of temptation when the struggle is a good struggle and they are living so as to be appropriate teachers, or missionaries, or whatever the calling may be.

Contemporary American churches in particular do not require following Christ in his example, spirit, and teachings as a condition of membership-either of entering into or continuing in fellowship of a denomination or a local church.... Most problems in contemporary churches can be explained by the fact that members have not yet decided to follow Christ.

It is my fundamental conviction that compassion - the natural capacity of the human heart to feel concern for and connection with another human being - constitutes a basic aspect of our nature shared by all human beings, as well as being the foundation of our happiness. All ethical teachings, whether religious or nonreligious, aim to nurture this innate and precious quality, to develop it and to perfect it.

Sectarian feelings and criticism of other teachings or other sects is very bad, poisonous, and should be avoided.