Quotes About Teaching

We should train kids in the music and dance of our legends. That's how we can keep the traditions alive.

You have to train a dog to think.

There are amazing schools and amazing educators that are doing a wonderful job. And then there are a lot of educators that are not prepared to deal with inclusive education. They haven't been trained. It's really quite lovely and easy when you understand how to do it.

I'm trained as a teacher; that's the only thing I've got a certificate for.

People - and dogs - are dying to be trained.

I was essentially trained by Oscar Hammerstein to think of songs as one-act plays, to move a song from point A to point B dramatically.

I think birth and motherhood are not things that you're trained to do. You might have a good example in your own mum, but nobody teaches you how to be a really great mum.

I used to look at my team-mates like Lindsay Johnson and Rachel Brown, who were full-time teachers and trained in the night. I was like, 'I'm not going to do that.' I always believed I'd go full time.

Kids are kids. They still need handholding. No matter how trained they are, they need to be told what to do. They need to learn lines and understand blocking. You can't just say, 'I want you to walk from here to there and deliver your line.'

I mean, I deal with so many problems on a personal basis with my students and I think to myself, 'Nobody ever trained me to do this.'

I will say that my father loved to teach and was a very gifted teacher. He probably would have been an excellent coach and trainer.

It's hard to find trainers to train, coaches to coach. Just because someone was great in the business doesn't mean they can teach someone else how to be great in the business; and just because someone wasn't great in the business, doesn't mean they can't teach somebody. I used to be a firm believer in the other.

To teach a child an instrument without first giving him preparatory training and without developing singing, reading and dictating to the highest level along with the playing is to build upon sand.

Success in training the boy depends largely on the Scoutmaster's own personal example.

When I'm training a dog, I develop a relationship with that dog. He's my buddy, and I want to make training fun.

Training a puppy is like raising a child. Every single interaction is a training opportunity.

To be honest I quit taking training and fighting so seriously and went back to living my life and having fun. I try to teach that to all the guys who come out here to train and live with me.

One of my brothers teaches karate at our gym and also handles the administrative side of the gym. My other brother is a fighter like me and teaches a class at the gym. So my brothers are always at the gym together training.

We are working essentially to build a leadership force of folks who will, during their first two years of teaching, actually put their kids on a different trajectory - not just survive as a new teacher, but actually help close the achievement gap for their kids.

I attended classes and taught classes, in Food Anthropology at Pace University, with an anthropology professor. You can trace history by the architecture and food of a place. Food is one of those things that transcends and stays in the culture.

I cannot transfer my abilities to anyone, but I can think of quicker ways with which to help people develop numerical aptitude.

Students teach all sorts of things but most importantly they make explicit the courage that it takes to be a learner, the courage it takes to open yourself to the transformative power of real learning and that courage I am exposed to almost every day at MIT and that I'm deeply grateful for.

I didn't have any terrible survival jobs. The main job I had before I was able to transition over to acting full-time was working at an after-school program at a middle school teaching improv and standup. So even when I had a regular job, I was still lucky enough to be doing the stuff I loved in some way.

Orthodox theologians insisted that the rest of humankind were only transitory creatures, lost in sin - a view that would support what would become their dominant teaching about salvation, offered only through Christ, and, in particular, through the church they claimed to represent.