Quotes About Communication

I have a funny mental framework when I do physics. I create an imaginary audience in my head to explain things to - it is part of the way I think. For me, teaching and explaining, even to my imaginary audience, is part of the process.

When I was teaching Latin in girls' schools before I became a writer, I didn't much like it if parents would come in and say, 'We'll have less of the Ovid and Virgil and more of the grammar, please.' After all, I was the one in charge. That's how I feel about doctors. You should trust them to do their job properly.

I think if you enjoy teaching, if you enjoy talking about your craft, that's probably the best way to do it... because once a player starts to get it, once he figures it out, he'll never forget it.

Parents are supposed to instruct their kids. It doesn't mean they necessarily have that gift of teaching.

Teaching is very important. The nature of your personality isn't that important. Lombardi was very extraverted, very bombastic. Landry very quiet, reserved. Both were great teachers and great coaches.

Good teaching is creating really interesting generalizations out of war stories.

Recently, my dad has been teaching me a lot - like how to read a script. It used to just be about hockey or baseball or sports of whatever. We don't have glitzy or glamour-y Hollywood-type talk, like, 'Isn't that person great?' It's more about the process of how it works.

Teaching and writing, to me, is really just seduction; you go to where people are and you find something that they're interested in and you try and use that to convince them that they should be interested in what you have to say.

Teaching regularly has made me an even more adept reader, I think. The kind of teaching I do is more like editing than anything else. The kind of editing book editors used to do before lunch. The kind of editing I used to do as a radio documentary maker.

A big part of teaching is being emphatic. Maybe I'm right or wrong, but part of my approach was that when I said something, the kids understood exactly what I meant and what I wanted.

My seventeen years of teaching inform my sense of audience in every line I write.

I'm a great believer that scientists should spend as much time as possible explaining, and you do explain in the process of teaching.

I think corporal punishment is the shortest, most impatient, flawed way of teaching or making a child understand something.

If I hadn't been an actor, I would have been a coach, and I would have been a good one. All teaching is is communicating.

I've always kept a journal and brought storytelling into my teaching.

The thing that's depressing is teaching graduate students today and discovering that they don't know simple elemental facts of grammar. They really do not know how to scan a line; they've never been taught to scan a line. Many of them don't know the difference between 'lie' and 'lay,' let alone 'its' and 'it's.' And they're in graduate school!

The best argument for teaching poetry is to put a three-year-old or a four-year-old and read Dr. Seuss, or Robert Louis Stevenson, and to feel how the child and you are engaging in something that's really basic to the animal, which is passing on in these rhythmic ways, something that came from somewhere.

My aim is that every sermon series I preach is prepared as though I were teaching a college-level course.

I learned to impersonate the kind of person that talks about poetry. It comes from teaching, I think.

Christian teaching about sex is not a set of isolated prohibitions; it is an integral part of what the Bible has to say about living in such a way that our lives communicate the character of God.

It is no secret that the fruits of language study are in no sort of relation to the labour spent on teaching and learning them.

I found early on in teaching, if you're too blunt an instrument, the students discredit you and think you're just being mean. They're not interested in what you have to say.

I learned that when something just has to be said to move the discussion along, or broaden it or deepen it, if I can just keep my mouth shut for five minutes a student will say it. So for me a lot of teaching is about keeping my mouth shut.

It would be good if teachers could genuinely understand that black English is not mistakes, it's just different English, and that what you want to do is add an additional dialect to black students' repertoire rather than teaching them out of what's thought of as a bad habit, like sloppy posture or chewing with your mouth open.