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T Quotes

Browse famous quotes beginning with T. This page is a child index of the full Popular Quotes A-Z directory.

All T Quotes

“Teachers, who are really good create that environment where you can be very satisfied by the process of learning. If you do something and you find it a very satisfying experience then you want to do more of it. The great teachers somehow convey in their very attitude and their words and their actions and everything they do that this is an important thing you're learning. You end up wanting to do more of it and more of it and more of it. That's a real talent some people have to convey the importance of that and to reflect it back to the students.”

PeopleIfsWantImportantRealEndsActionProcessAttitudeEnvironmentTeacherTeachingTalentStudentsImportanceImportant ThingsSatisfiedSatisfyingGreat TeacherReal Talent
Author:Jeff Bezos
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“Teaching ... particularly in the 1990s, teaching what is far and away the dumbest generation in American history, is the same as walking up Broadway in Manhattan talking to yourself, except instead of eighteen people who hear you in the street talking to yourself, they're all in the room. They know, like, nothing.”

PeopleKnowsRoomsTalkingGenerationsStreetsTeachingWalkingAmerican HistoryBroadwayManhattanEighteenTalking To Yourself
Author:Philip Roth
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“Teaching a practice can also be a hindrance if it becomes one's identity. To be a spiritual teacher is a temporary function. I'm a spiritual teacher when somebody comes to me and some teaching happens, but the moment they leave I'm no longer a spiritual teacher. If I carry the identity of spiritual teacher, it will cause suffering.”

IfsMomentsHappensSpiritualSufferingCausesPracticeTeacherTeachingIdentityFunctionTemporaryHindranceSpiritual Teachers
Author:Eckhart Tolle
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“Teaching and learning _religious plurality often ends up privileging religious _texts_ over _practice_ and largely ignoring the social and historical contexts and the lived experience of people who shape, situate, and structure these religious texts. Furthermore, adopting the politics of recognition as a pedagogical principle in teaching can lead to an _uncritical silence_ about the various forms of oppression and domination of certain religious groups. Here people often use _religious difference_ as a _religious alibi_ for the oppression or violation of human rights of certain groups of people, such as women or LGBT people.”

ReligionRaceSilenceChristianityClassFeminismTeachingHuman RightsGenderSexualityTheologyLgbtqDifferenceCosmopolitanismCosmopolitanReligious PluralismCultural AlibiEpdagogy
Author:Namsoon Kang
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“Teaching and writing, really, they support and nourish each other, and they foster good thinking. Because when you show up in the classroom, you may have on the mantle of authority, but in fact, you're just a writer helping other writers think through their problems. Your experience with the problems you've tried to solve comes into play in how you try to teach them to solve their problems.”

ThinkingWritingTryingMayPlayFactsHelpingShowsProblemTeachSupportTeachingAuthoritySolveHelping OthersClassroomGood Thinking
Author:Emily Barton
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“Teaching children to read has been superseded by an emphasis on developing literacy, which includes text, but also using sound, pictures, video, and other media. Reading as I've construed it is hardly a part of literacy in this sense, its role being comparable to spelling or typing. Yet the reading education part—helping children to become skilled readers, to be motivated to read, and to be able to comprehend and interpret texts for various purposes—is not easy.”

ReadingEducationTeachingBooksLiteracyCognitive ScienceAlternative Literacies
Author:Mark Seidenberg
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“Teaching English is (as professorial jobs go) unusually labor-intensive and draining. To do it well, you have to spend a lot of time coaching students individually on their writing and thinking. Strangely enough, I still had a lot of energy for this student-oriented part of the job. Rather, it was _books_ that no longer interested me, drama and fiction in particular. It was as though a priest, in midcareer, had come to doubt the reality of transubstantiation. I could still engage with poems and expository prose, but most fiction seemed the product of extremities I no longer wished to visit. So many years of Zen training had reiterated, 'Don't get lost in the drama of life,' and here I had to stand around in a classroom defending Oedipus.”

SpiritualityFictionTeachingAttachment
Author:Mary Rose O'Reilley
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