Quotes About Teaching

People become dons because they are incapable of doing anything else in life.

Ich weiß, dass ich weit unter deinem Niveau bin – aber es ist komisch, das macht mir nix. Ich mag sogar, wenn du mich verbesserst. Schließlich ist das ja dein Beruf. Zum Beispiel hast du mir das Reisen beigebracht, du hast mir Sachen gezeigt, die ich nie bemerkt hätte, ich wär' gar nicht auf die Idee gekommen. Unsereins nimmt sich nicht die Zeit dazu. Wir merken gar nicht, daß wir leben!

Several decades of research have shown that learning retention depends less on the person or the topics involved than on the delivery system. What is striking is that our traditional educational system commonly uses the two least effective methods available: lecturing and reading, through which, respectively, only 5 and 10 percent of what is taught is retained. At the other end of the spectrum, an impressive 90 percent retention rate applies to whatever one teaches others!

To what extent is Chan amenable to a historical approach, if it is indeed? Can this teaching, as [D. T.] Suzuki thought, traverse the claim of history in the name of its own temporal character? If not, to what extent is it threatened by the results of the historical inquiry?

One teacher, Susan Atkins evoked the experience of many of her colleagues when she said, "It's not just one classroom. It's every class. There's a core and you never know what they're going to throw at you, and the other kids watch, wondering if the 'core' is going to come after them.

Le but d'une vie lucide est d'aboutir à une déconfiture qui servira de leçon à tous ses contemporains. Car on n'apprend jamais de la victoire, on n'apprend que de la défaite.

Et tes ennemis sont souvent de très bons professeurs.

C'est peut-être cela la grande aventure moderne : l'acceptation de cette idée. « Croire, c'est faire exister. » C'est pourquoi je t'ai toujours enseigné qu'il ne faut pas utiliser sa capacité de croyance pour n'importe quoi.

furthermore, after decades of religiously marking homework five nights a week, she now loathed doing it with a venom piles of crap piled up on her study desk produced by mostly semi-literates who made her life hell in the classroom mixed ability classrooms? to think she once approved, it didn't raise standards, it lowered them on this she

Over the past week Pearl had taught Sugar how to bake, and Sugar showed Pearl, with the help of a large ripe cucumber, the technique of giving hand and giving head. Pearl wriggled her nose in disgust and shook her finger at her in reproach, but her eyes never left the cucumber. Sugar saw that Pearl had finally allowed curiosity and possibility to couple.

I'm teaching all the time. When am I to learn?

Religions that teach brotherly love have been used as an excuse for persecution, and our profoundest scientific insight is made into a means of mass destruction.

To teach how to live with uncertainty, yet without being paralyzed by hesitation, is perhaps the chief thing that philosophy can do.

When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That's if you want to teach them to think.

But even the most general ideas of God should not be forced on a childish mind; they should come, so to speak, by chance; they should be presented in answer to some demand of the child's heart; they should be inculcated by stray words and passing remarks; they should form the atmosphere surrounding the child habitually, and not be a sudden "wind of doctrine."

Whether you're explaining where pets go when they die or teaching your child to recycle, your philosophies have ramifications. For the rest of history, echos of your voice will be heard.

I don't give a chicken's sorry ass who taught you. I just want to play.

Teaching memoir is teaching vulnerability is teaching voice is teaching self.

I became a teacher again, a teacher who finally understood that there's only so much you can teach. The excellence lives in the students themselves. The excellence is theirs alone to give.

Teaching is the parenthetical hold, the instant of discovery, left to the instant.

Teaching is structure, teaching is the room we build for the students who will come and then slip through—in and out, on their way to other places, other rooms, other stories, other teachers, other teachings. Your students will find you, they will watch you, they will ask you, they will read with you, they will escape you, they will transcend you, they will replace you, they will become their own instructor, the most potent person in their room.

Just us, just them, and the ache of their lives, the ache to put their lives on the page, the ache to count. Writing as a way of counting. Teaching as an invitation.

make it everyone's business to participate actively in the money talk with your kid.

While the morality taught by home, church, and community (up to roughly the start of World War II) gave direct support to the school in its efforts to teach the young in traditional ways, this is no longer so in all cases. On the contrary, the morality now taught to many children before they come to school, and while there, is often largely at variance with the school's educational efforts.