Quotes About Teaching

He humbled you, causing you to hunger and then feeding you with manna, which neither you nor your fathers had known, to teach you that man does not live on bread alone but on every word that comes from the mouth of the LORD. DEUTERONOMY 8:3

He slowly smiled. 'Good. We'll start with the basics.' Her mind went blank. 'Basics?' 'Of kissing. Most people aren't good at kissing right from the start.' He looked her over. 'Unless you are a natural.' She blinked stupidly. His hand reached up and touched her cheek, gently tilting her head. 'It's like connecting puzzle pieces when you kiss. Or when you do anything else of a sexual nature.' The parts of her brain not already blank blessedly went dark.

the most common approach to curriculum design is to address the needs of the so-called "average student." Of course this average student is a myth, a statistical artifact not corresponding to any actual individual. But because so much of the curriculum and teaching methods employed in most schools are based on the needs of this mythical average student, they are also laden with inadvertent and unnecessary barriers to learning.

I have thought about it a great deal, and the more I think, the more certain I am that obedience is the gateway through which knowledge, yes, and love, too, enter the mind of the child.

Obedience is the gateway through which knowledge enters the mind of the child.

I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think.

Too often, I think, children are required to write before they have anything to say. Teach them to think and read and talk with self-repression, and they will write because they cannot help it.

Children require guidance and sympathy far more than instruction.

The processes of teaching the child that everything cannot be as he wills it are apt to be painful both to him and to his teacher.

The more I ponder a bright post–self-loathing future, the less possible—the less allowable—it seems. Thus since I surely have no future—because I deserve no future—I have just the past. Which I wasted hating myself. Which I regret. The brighter a putative post–self-loathing future seems, the worse my past appears, thus more regrettable. Self-loathing taught me this.

To look at food and say that it is good will not satisfy a starving man; he must put forth his hand and eat. So to hear the Master's words is not enough; you must do what He says, attending to every word, taking every hint".

Similarly, the impulse to keep to yourself what you have learned is not only shameful, it is destructive. Anything you do not give freely and abundantly becomes lost to you. You open your safe and find ashes.

This is actually not that surprising. Outside of vague directives about encouraging critical-thinking skills, decision-making is not explicitly taught in K–12 education.

Teaching man his relatively small sphere in the creation, it also encourages him by its lessons of the unity of Nature and shows him that his power of comprehension allies him with the great intelligence over-reaching all.

Parents and teachers often believe they have to get kids to stop moving around before they can focus and get down to work, Schweitzer notes; a more constructive approach would be to allow kids to move around so that they can focus.

We teach others how to treat us.

Children: You spend the first 2 years of their life teaching them to walk and talk. Then you spend the next 16 telling them to sit down and shut-up.

What I did as a professor is not that different than what I do in hearings.

Want to know the best thing about being a professor? Colored chalk.

I want to be an activist professor.

I was a professor for 20 years, 12 of those at Emory University.

I learn more from my kids then I have any professor in all my life.

When I hit 50, I want to go be a professor.

I was a diction, speech and method acting professor before I became an actor.