Quotes About Teaching

How can we express our natural feelings of anger without hurting our children or attacking their self-esteem? And, at the same time, how can we teach our children to express their own feelings of anger in ways that are helpful, not hurtful?

Anger is "a movement generated by decision" that "can be eliminated by decision." What these Stoic-inspired teachers are trying to teach is control at that pivotal first moment of decision—the "assent to an evaluative impression." It's that assent to an impression of having been cheated in the case of these young kids, that gets the impulse of anger going.

Epictetus tells us, "It is not easy to gain the attention of young men who are soft, for you cannot get hold of soft cheese with a hook; but the naturally gifted, even if you turn them away, hold all the more firmly to reason.

one of the truest rules of teaching, he thought. When you teach someone else, you always learn.

I walked out. I left. Andy Jankowski had taught me how.

In the average home there is much work to be done, and God does not approve of laziness. But beware thinking that your schedule (whether it is a homeschooling schedule or feeding-the-baby schedule) is inspired by the Holy Spirit. Life in our homes should be characterized by joy and thanksgiving so that children are taught and nourished in a way that takes their souls into account.

And what great writers actually pass on is not so much their words, but they hand on their breath at their moments of inspiration.

Tibetan Buddhists say that a person should never get rid of their negative energy, that negative energy transformed is the energy of enlightenment, and that the only difference between neurosis and wisdom is struggle. If we stop struggling and open up and accept what is, that neurotic energy naturally arises as wisdom, naturally informs us and becomes our teacher.

Jane Austen has taught me to view the ridiculous and rude with amusement rather than disdain.

What we normally mean by 'education,' " he once told a crowd of wolf advocates, is, "I want someone else to know what I know so they will have my values." In his experience, it didn't work that way.

I love being a Seventh-day Adventist. I chose it . . . on purpose. And I love what my church teaches about God.

What I'm trying to say, whether you want to take it seriously or not, is that you can't build Judaism only on the foundation of one terrible crime. It is about this obsession with the Holocaust as a necessary sign of identity. As your only educational tool. Because for the children, there is no connection otherwise. Nothing Jewish that binds.

The teacher's task is not to implant facts but to place the subject to be learned in front of the learner and, through sympathy, emotion, imagination and patience, to awaken in the learner the restless drive for answers and insights which enlarge the personal life and give it meaning.

We must become what we wish to teach.

When we feel so alone, we cannot presume to teach him who, at the apogee of his agony, trod "the winepress alone" anything about feeling forsaken.

We would do much better as leaders in the Church to learn at the feet of the farmer rather than study with the CEO of a corporation.

Kids are never the problem. They are born scientists. The problem is always the adults. They beat the curiosity out of kids. They outnumber kids. They vote. They wield resources. That's why my public focus is primarily adults.

The Company of Wolves is about how society teaches young women to look at themselves, and what to be afraid of. It's about a girl learning that the world of sensuality and the unknown is not to be feared, that it's worth getting your teeth into.

Perhaps we should abandon the whole idea of trying to make students intelligent and focus on the idea of making them less ignorant. Doctors do not generally concern themselves with health; they concentrate on sickness. And lawyers don't think too much about justice; they think about cases of injustice. Using this model in teaching would imply identifying and understanding various forms of ignorance and working to eliminate as many of them as we can.

There was a time when educators became famous for providing reasons for learning; now they become famous for inventing a method.

We ought to forget all this silliness about fund-raising and public relations and get back to what we do best. Educating the young." As we watched Babson laugh and

Ella guided me: sometimes directly, sometimes with story and metaphor, but mostly how she lived.

A sense of responsibility in teaching pushes us constantly to think about and promote the best interests of our students. In contrast, the demand for accountability often induces mere compliance.

It still amazes me that we insist on teaching algebra to all students when only about 20 percent will ever use it and fail to teach anything about parenting when the vast majority of our students will become parents.