Teaching Quotes - Page 148

I do different work, teaching and running around visiting universities and bookstores, and that prevents me from writing. But it's nice to be wanted as a writer.

You hear peewee coaches teaching the 'trap'. What the heck are we doing teaching the 'trap'? Let the kids go, let them have fun; that's how you improve.

My kids have become wonderful dancers themselves and enjoy teaching just as much as I do.

Continuous eloquence is tedious.

What really matters in a workplace, what helps an employer if you've got a unionised workforce is if your shop stewards know the rules of the game, if your safety reps are taught to be able to examine situations to make sure the workplace is more safety. Better informed delegates, better workplace safety saves companies money. Unions are very good at safety. We are good at teaching delegates how to resolve disputes.

When a new writer defends his "style," the teacher smiles (or cringes) because real style isn't an artifice. Real style - voice - arrives on its own, as an extension of a writer's character. When style is done self-consciously and purposefully it becomes affectation, and as transparent as any affectation - an English accent on an old college chum from New Jersey, for example.

Incidentally, the creationists that I've encountered diligently deny that our Earth's climate is being altered by people. This point of view and teaching is in absolutely no one's best interest. Here's hoping we can work together and preserve the Earth, for us - us humans.

I abandoned my religious teachings after I read the Bible twice - cover to cover. It took me a couple of years.

Instead of physicists teaching physics, physicists should go home and see what physics applies to their home.

To spank or not to spank isn't the question the question is whether whether we are teaching a quality we want our kids to have as adults?

I never really thought comedy was a career option, just something I did for fun. Suddenly I realised I was getting paid which was a bonus. I studied for a diploma with the London College of Music, and teaching was something I thought I might do but comedy intervened.

The idea that teaching is somehow the delivery of the goods is such a misunderstanding of what actually goes on.

What we need is a gigantic, messy community conversation about what is teaching and learning for the 21st century. We need to engage communities.

As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.

God desires to change us from the inside out. Renewing our minds, starving our self-destructive tendencies, and teaching us to form new habits.

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.

My sangha, what I seem to attract, are people who have been practicing a long time, they're teaching, they're more serious about their spiritual journey.

Socrates was the chief saint of the Stoics throughout their history ; his attitude at the time of his trial, his refusal to escape, his calmness in the face of death , and his contention that the perpetrator of injustice injures himself more than his victim, all fitted in perfectly with Stoic teaching. So did his indifference to heat and cold, his plainness in matters of food and dress, and his complete independence of all bodily comforts.

The teaching of Christ, as it appears in the Gospels, has had extraordinarily little to do with the ethics of Christians.

Of these austerer virtues the love of truth is the chief, and in mathematics, more than elsewhere, the love of truth may find encouragement for waning faith. Every great study is not only an end in itself, but also a means of creating and sustaining a lofty habit of mind; and this purpose should be kept always in view throughout the teaching and learning of mathematics.

One of the troubles of the day, observes Mr. C.N. Peac, is that once we came upon the little red schoolhouse, whereas now we come upon the little-read school boy.

The intellectual finds it reassuring to say that the businessman gets his money by luck; or monopoly, or exploitation, or dishonesty, or what have you. As a matter of fact, the truly dishonest man will last longer in college -teaching or the ministry than he will in the business world.

I had a real yearning to make use of the opportunities I had at school. When I heard about the gap year of teaching English at a Tibetan monastery, I knew I had to do something about it really quickly, otherwise it was going to get allocated.

I'm very interested in the history of Christianity, and what I can say for sure is that the Catholics and the Jesuits and stuff were very big on teaching and on learning.

With students, one is often in the position where you have to be authoritative about what they're doing and connected to some principle. I prefer not really knowing the answer to anything interesting and I try to encourage that in teaching. If I start to feel certain about something my curiosity goes away, my mind shuts down. I'm sure that's not always true, it's stupid to generalise.