Quotes About Teaching

We thought all this teach­ing was to make us smart. What it did was make us stupid.

If you were my student, I'd tell you to shift as needed between the three POVs. Not constantly, but as appropriate to control authority, intimacy, and pace.

Consider that the earth is a processing plant, a factory. Picture a tumbler used to polish rocks: a rolling drum filled with water and sand. Consider that your soul is dropped in as an ugly rock, some raw mineral or natural resource, crude oil, mineral ore. And all conflict and pain is the abrasive that rubs us, polishes our soul, refines us, teaches and finishes us over lifetime after lifetime.

We thought all this teaching was to make us smart. What it did was make us stupid.

Nuestro deber es enseñar a esos hombres y mujeres la libertad a través de la esclavitud; y el coraje a través del miedo.

Lo mejor es no oponer resistencia, sino dejarse ir. No te pases la vida intentando arreglar las cosas. Cuando huyes de algo solo consigues que permanezca más tiempo contigo. Cuando luchas contra algo, ese algo se vuelve más fuerte. Dice: —No hagas lo que quieres. Haz lo que no quieres. Haz lo que te han enseñado a no querer. Es lo contrario de perseguir la felicidad. Brandy me dice: —Haz las cosas que te dan más miedo.

When you wish to instruct, be brief; that men's [children's] minds take in quickly what you say, learn its lesson, and retain it faithfully. Every word that is unnecessary only pours over the side of a brimming mind.

Historia magistra vitae est

The most important thing anyone can do is raise their kids well.

Robert B. Barr and John Tagg, "From Teaching to Learning—A New Paradigm for Undergraduate Education," Change

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

children will learn when they are ready to learn, not when we're ready to teach them.

Children will learn when they're ready to learn, not when you're ready to teach them; if you are not with them as they encounter challenges in their lives, then you are missing important opportunities to shape their priorities—and their lives.

when children are ready to learn, we need to be there. And second, we need to be found displaying through our actions, the priorities and values that we want our children to learn.

What do the good know?' he said. 'Except what the bad teach them by their excesses?

Their daddies taught them how to keep a slave in line, passed down this brutal heirloom.

The class focused on US history since the Civil War, but at every opportunity Mr. Hill guided them to the present, linking what had happened a hundred years ago to their current lives. They'd set off down one road at the beginning of class and it always led back to their doorsteps. Mr.

You're supposed to pass on something useful to your children.

I do not think that the current debate over values lends much promise of clarifying what we believe in or what morality we should be teaching our children. Values certainly are not the answer to moral relativism. Quite the contrary, values talk is entirely amenable to moral relativism. In

That is the one eternal education; to be sure enough that something is true that you dare to tell it to a child."11

What was really needed was a fundamental change in our attitude toward life. We had to learn ourselves and, furthermore, we had to teach the despairing men, that it did not really matter what we expected from life, but rather what life expected from us.

We had to learn ourselves and, furthermore, we had to teach the despairing men, that it did not really matter what we expected from life, but rather what life expected from us. We needed to stop asking about the meaning of life, and instead to think of ourselves as those who were being questioned by life—daily and hourly.

to teach without zest is a crime.

No, she thought, putting together some of the pictures he had cut out - a refrigerator, a mowing machine, a gentleman in evening dress - children never forget. For this reason, it was so important what one said, and what one did, and it was a relief when they went to bed.