Quotes About Teaching

Who we are and how we engage with the world are much stronger predictors of how our children will do than what we know about parenting. In terms of teaching our children to dare greatly in the "never enough" culture, the question isn't so much "Are you parenting the right way?" as it is: "Are you the adult that you want your child to grow up to be?"

Joseph Chilton Pearce writes, "What we are teaches the child more than what we say, so we must be what we want our children to become.

The more grounded confidence parents have, the more likely they are to prepare their child for the path by teaching courage, praising effort, and modeling grit, versus trying to prepare a perfect path for their child by fixing, praising only results, and intervening.

Very early in our training, we are taught that a cool distance and inaccessibility contribute to prestige, and that if you're too relatable, your credentials come into question.

What we are teaches the child more than what we say, so we must be what we want our children to become.

We use shame as a tool to parent, teach and discipline our children.

Courage is a collection of four skill sets that can be taught, observed, and measured. The four skill sets are: Rumbling with Vulnerability Living into Our Values Braving Trust Learning to Rise

Bruce, on the other hand, was sometimes too clever for his own good. He was a tremendous influence on me, teaching me all about sports, Mickey Mantle, Babe Ruth, Johnny Unitas and Gordie Howe.

Contrary to some popular opinions and partial teachings, Zen is not, in the end, opposed to rational thought. But it does teach that we need to dig down beneath discursive reasoning by means of meditation, reconnecting intellectual knowledge to a deeper, more holistic wisdom.

I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, "Is love the sweetness of flowers?" "No," said my teacher.

One does not escape the fate of Nietzsche's teaching so long as one recognizes strength only as strength and weakness only as weakness.

First, silence makes us pilgrims. Secondly, silence guards the fire within. Thirdly, silence teaches us to speak.

Becoming like the heavenly Father is not just one important aspect of Jesus' teaching, it is the very heart of his message.

The journey from teaching about love to allowing myself to be loved proved much longer than I realized.

Many students have been for so many years on the receiving side and have become so deeply impregnated with the idea that there is still a lot more to learn, that they have lost confidence in themselves and can hardly imagine that they themselves have something to give, not only to the ones who are less educated but to their fellow students and teachers as well.

And still, I knew that I would never be able to live the great commandment to love without allowing myself to be loved without conditions or prerequisites. The journey from teaching about love to allowing myself to be loved proved much longer than I realized.

When we look at teaching in terms of hospitality, we can say that the teacher is called upon to create for his students a free and fearless space where mental and emotional development can take place.

Teaching, therefore, asks first of all the creation of a space where students and teachers can enter into a fearless communication with each other and allow their respective life experiences to be their primary and most valuable source of growth and maturation. It asks for a mutual trust in which those who teach and those who want to learn can become present to each other, not as opponents, but as those who share in the same struggle and search for the same truth.

He could teach his students nothing. He was only educating himself at their cost.

The good word of the Lord with which we must nourish is the simple doctrine of the gospel. We need not fear either simplicity or repetition.

There are nowadays professors of philosophy, but not philosophers.

Age is no better, hardly so well, qualified for an instructor as youth, for it has not profited so much as it has lost.

It seems as if no man had ever died in America before, for in order to die you must first have lived. These men, in teaching us how to die, have at the same time taught us how to live.

We should seek to be fellow students with the pupil, and should learn of, as well as with him, if we would be most helpful to him.