Quotes About Teaching

The first task in teaching is to bring to consciousness what the students already believe by virtue of their personal experiences about themselves and society.

I saw as a teacher how, if you take that spark of learning that those children have, and you ignite it, you can take a child from any background to a lifetime of creativity and accomplishment.

What's important for me when I teach is to communicate 'to cook up' the visions, smells, tastes and sounds of the time with my young audience. Hopefully, I am imparting 'feeding them' what's important about that period of History. I want my students to taste a respect for the information 'the food' and to know about the cooks, the restaurants, and how the ingredients of time comes together to form a real banquet of History.

There's something flabby about teaching in a place like this," He said. "If you don't have to exert yourself once in a while, you begin–or at least I do–to feel like a headwaiter leading people to the second-best table.

After you have demonstrated a practical-life exercise, and once your child has begun to use it with concentration, you must take care not to interrupt him.

To educate is a great task but it is to put our personal effort at the service of the next generation for the benefit of all humanity. Our effort in education is what will be left of ourselves in life.

Perhaps worst of all, excellent students were betraying their individuality and the development of whatever unique talents they might possess to play the "school game." They were functioning like computers: experts at absorbing what the teacher put forth, sorting out what she wanted back, and regurgitating it in the manner in which she most liked to receive it.

My mom said she learned how to swim when someone took her out in the lake and threw her off the boat. I said, 'Mom, they weren't trying to teach you how to swim.

If You are there somewhere, please teach me how to hide what I never knew how to show.

Enséñame a ocultar aquello que nunca he sabido mostrar

A child can teach an adult three things: to be happy for no reason, to always be busy with something, and to know how to demand with all his might that which he desires.

Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

Nadie enseña lenguaje a otro. El lenguaje es una invención humana que se hacesocialmente y nadie enseña, todos adquieren el lenguaje, crean el lenguaje. Lo que uno enseña al otro es la gramática. Hasta la Sintaxis en ciertas dimensiones tampoco se enseña, porque la sintaxis de tu análisis es la forma como el pensar se estructura en el discurso.

I was maybe 19 years old. And I always remember that it was a great feeling of happiness. Because of that, I said to Myles that it's no different for me if I am read­ing poetry or if I am reading Marx. I try to get the beauty in the very act of reading, you see. This is for me something that many times teachers don't try to do.

If anyone, on the other hand, assuming a democratic, progressive position, therefore argues for the democratization of the programmatic organization of content, the democratization of his or her teaching—in other words, the democratization of curriculum—that person is regarded by the authoritarian as too spontaneous and permissive, or else as lacking in seriousness. If

ÖÄŸretmen öÄŸretmelidir. Bunu yapmak zorundad?r. Ama öÄŸretmek bilgiyi aktarmak deÄŸildir. Bir eyleme öÄŸretme eylemi denebilmesi için, öÄŸrenme eyleminin öÄŸrencilerin ayn? zamanda kendilerine öÄŸretilen bilgiyi üreten kiÅŸiler haline geldikleri, içeriÄŸi ya da bilinebilir nesneyi kavrama eyleminden önce ya da onunla eÅŸ zamanl? olarak gerçekleÅŸmesi gerekir.

Verbalistic lessons, reading requirements,3 the methods for evaluating "knowledge," the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking.

Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.

Mais do que ser educando por causa de uma razão qualquer, o educando precisa tornar-se educando assumindo-se como sujeito cognoscente e não como incidência do discurso do educador. Nisto é que reside, em última análise, a grande importância política do ato de ensinar.

For the dialogical, problem-posing teacher-student, the program content of education is neither a gift nor an imposition—bits of information to be deposited in the students—but rather the organized, systematized, and developed "re-presentation" to individuals of the things about which they want to know more.

Teaching is as sacred as priesthood. If one has not the concern for humanity, the love of living creatures, the vision of the priest and artist, he must not teach.

We who teach are not meant to search for faults but for possibilities.

Tell 'em what you're gonna tell 'em—tell 'em—then tell 'em what you told 'em.

Hitting is never the best way to teach a child. Even in the case of real danger - as when a child runs out into the road - you can grab him, sit him down, look him in the eyes, and tell him why he must never do that again. The panic in your voice will communicate your message much more effectively than any spanking. You can be dramatic without being abusive.