Quotes About Teaching

Transfer must be the aim of all teaching in school - it is not an option - because when we teach, we can address only a relatively small sample of the entire subject matter. All teachers have said to themselves after a lesson Oh, if only we had more time! This is just a drop in the bucket! We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us.

The universe is mystagogic. It talks without knowing it, and without anything meaningful in its speech. Pedagogues speak in full knowledge of what they are saying, but they treat us like children.

Her hands trembled as she pressed them together to make them stop, for Kapugen had taught her that fear can so cripple a person that he cannot think or act. Already she was too scared to crawl. Change your ways when fear seizes, he had said, for it usually means you are doing something wrong.

Dil öÄŸretimini eÄŸitimin yarars?z yanlar? aras?nda saymama ÅŸa??lacakt?r; ama burada yaln?zca ilk yaÅŸlardaki öÄŸretimden söz ettiÄŸim unutulmamal?; hem ne denirse densin, hiçbir çocuÄŸun, harika çocuklar d???nda, on iki ya da on beÅŸ ya??na kadar gerçekten iki dil öÄŸrenmiÅŸ olaca??n? kesinlikle sanm?yorum.

Can s?k?c? bir budalal??? betimlemem gerekseydi, çocuklar?na din dersi veren bir bilgiçi betimlerdim. Bir çocuÄŸu deli yapmak isteseydim, onu öÄŸrendiÄŸi din bilgisini ezbere yineleyip anlat?rken, söylediklerini aç?klamak zorunda b?rak?rd?m.

ÖrneÄŸin çocuk gördüÄŸü bir ÅŸeyi istiyorsa ve bu da ona verilebilir bir ÅŸeyse, o zaman bu ÅŸeyi çocuÄŸa getirmektense çocuÄŸu ona götürmek daha doÄŸru olur: O, bu uygulamadan ya??na göre bir sonuç ç?kar?r ve bu sonucu ona esinlemenin baÅŸka hiçbir yolu yoktur.

I think we all have an obligation to teach children whatever we can

A frown creased Ayla's forehead. She remembered he had used that word to describe her when she used her sling, and she wasn't sure if she understood the word the way he used it. "Are you artist?" she asked. He made a wry grimace. Her question had touched at the heart of an issue about which he had strong feelings.

In the Koran, the first thing God said to Muhammed was 'Read.

The wisest writers devote themselves to what a man ought to know, without asking what a child is capable of learning.

The wisest writers devote themselves to what a man ought to know, without asking what a child is capable of learning. They are always looking for the man in the child, without considering what he is before he becomes a man.

pour régner; c'est une science qu'on ne possède jamais moins qu'après l'avoir trop apprise, et qu'on acquiert mieux en obéissant qu'en commandant.

No deis a vuestros alumnos lecciones verbales de ninguna clase, puesto que sólo deben recibirlas de la experiencia; tampoco

No sabía emplear con ellos más que tres medios inútiles siempre y frecuentemente perniciosos con los niños: el sentimiento, los razonamientos y el enojo.

No se deben dar preceptos, sino hacer de manera que los encuentre el alumno.

En cuanto a mí, siempre que he deseado aprender ha sido para saber yo mismo y no para enseñar; siempre he creído que antes de enseñar a los demás era menester comenzar por saber lo bastante para sí, y, de todos los estudios que he intentado hacer en mi vida en medio de los hombres, apenas hay alguno que no hubiera hecho igualmente solo en una isla desierta en la que hubiera estado confinado para el resto de mis días.

When I thus get rid of children's lessons, I get rid of the chief cause of their sorrows, namely their books. Reading is the curse of childhood, yet it is almost the only occupation you can find for children. Emile, at twelve years old, will hardly know what a book is. But, you say, he must, at least, know how to read.

Young teacher, I am setting before you a difficult task, the art of controlling without precepts, and doing everything without doing anything at all. This art is, I confess, beyond your years, it is not calculated to display your talents nor to make your value known to your scholar's parents; but it is the only road to success.

You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long.

Ben öÄŸrenmeyi baÅŸkalar?na öÄŸretmek için deÄŸil, kendimi bilmek için istedim.

Children's lies are therefore entirely the work of their teachers, and to teach them to speak the truth is nothing less than to teach them the art of lying. In your zeal to rule, control, and teach them, you never find sufficient means at your disposal. You wish to gain fresh influence over their minds by baseless maxims, by unreasonable precepts; and you would rather they knew their lessons and told lies, than leave them ignorant and truthful.

Young teacher, pray consider this example, and remember that your lessons should always be in deeds rather than words, for children soon forget what they say or what is said to them, but not what they have done nor what has been done to them.

I do not like verbal explanations. Young people pay little heed to them, nor do they remember them. Things! Things! I cannot repeat it too often. We lay too much stress upon words; we teachers babble, and our scholars follow our example.

Since everything that comes into the human mind enters through the gates of sense, man's first reason is a reason of sense-experience. It is this that serves as a foundation for the reason of the intelligence; our first teachers in natural philosophy are our feet, hands, and eyes. To substitute books for them does not teach us to reason, it teaches us to use the reason of others rather than our own; it teaches us to believe much and know little.