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“You can teach almost anyone determined to learn them the basics required to write sentences and paragraphs that say what you want them to say clearly and concisely. It's far more difficult to get people to think like a writer, to give up conventional habits of mind and emotion. You must be able to step inside your character's skin, and at the same time to remain outside the dicey circumstances you have maneuvered her into.”

“When we show people that something is possible that they didn't think was possible it does more than just change things. It changes the way people think about the possibility of things changing. It helps them see that life is not the same day-after day, unsurprising, unending drudgery that so much of life teaches them that it is. And that is a huge contribution to their humanity.”

“It is the mark of an educated mind to be able to entertain a thought without accepting it.”

“Although many of us probably didn't get a thorough education in the value of a positive attitude, we can teach ourselves. Simply by making a decision to look for the good, happy, and beautiful in all things and all people, you will have completed the first and most important step in learning to accentuate the positive.”

“The military doesn't teach rifle marksmanship. It teaches equipment familiarity. Despite what the officer corps thinks, learning to shoot a rifle is not like learning to drive a car. Instead, it is like learning to play the violin.... The equipment familiarity learning curve comes up quick, but then the rifle marksmanship continuation of the curve rises very slowly....by shooting one careful shot at a time, carefully inspecting the result (and the cause).”

“I usually make up stories for my kids.I like to tell them stories and make up any kind of crazy to involve them in characters. The kind of fairytales I don't like are the ones with happy endings, where there's just good and evil and things are perfect. I think when there's a good story for children it has a moral tale, so that's what I try to teach my kids.”

“I think the kicks in Wing Chun are enough. It´s much easier to use your hands than to use your feet. Your hand is able to reach your opponent long before your foot. Why take the long way to attack (circle), when there is a much more direct method of attack? If you are using your hands, then your opponent can´t see a kick coming if you have to use it. When you teach Kung Fu, you can fool a lot of people, but not yourself. You can make like a movie and do many complicated movements and kicks, but you only fool yourself as to whether that would work in a real situation of life and death.”

“Fairy tales and mythology have always been an exaggerated distillation of the real world. Think of them as blueprints for how to deal with a multitude of situations that can arise in a person's life. The beauty of them is that their analogies resonate so deeply and they also entertain while they teach.”

“God lends us a little of His reasoning powers and that is how we think: He puts a little of His love into us and that is how we love one another. When you teach a child writing, you hold its hand while it forms the letters: that is, it forms the letters because you are forming them. We love and reason because God loves and reasons and holds our hand while we do it.”

“But I would like to think for a moment about a man who in the morning teaches his students that a false attribution of a Watteau drawing or an inaccurate transcription of a fourteenth-century epigraph is a sin against the spirit and in the afternoon or evening transmits to the agents of Soviet intelligence classified, perhaps vital information given to him in sworn trust by his countrymen and intimate colleagues. What are the sources of such scission? How does the spirit mask itself?”

“Thinking isn't something you think about. It comes naturally. Thinking involves many things. It involves being an observer. It involves analyzing things, taking in what's around you in the world and finding how to make it inspire your work or turn it into a lesson to teach your children; it's paying attention to details. That's what thinking is: processing.”

“As the base rhetorician uses language to increase his own power, to produce converts to his own cause, and to create loyal followers of his own person - so the noble rhetorician uses language to wean men away from their inclination to depend on authority, to encourage them to think and speak clearly, and to teach them to be their own masters.”

“I've never run across anybody who suggested that women need to be reprogrammed. I don't think I've even come across anybody who wanted to teach a girl how to throw right. They just accept it is what it is. But honestly, folks, it's always reprogramming men. It's always men who seem to provide or be at the root of all of these cultural problems. And if we could just make men less like men and more like, I guess, women, then we would be rid of all of these problems.”

“Everybody thinks that you go to Africa and you build a school, or you teach English, or you build a hospital. But actually all you need to do is play football with kids for six months and then after they've trusted you, you tell them about the truth of Aids, and that their grandmother didn't die from witchcraft, she died from Aids. And that's the biggest difference you can make.”

“The dreams of the past - whether it was public TV being rolled into the classroom to teach Spanish, or the film projectors or the videotapes or the computer-aided instruction drill systems - the hopes have been dashed in terms of technology having some big impact. The foundation, I think can play a unique role there. Now, our money is more to the teacher-effectiveness thing, and technology is No. 2, but I'll probably spend more money on the technology things.”

“The truth is that art does not teach; it makes you feel, and any teaching that may arise from the feeling is an extra, and must not be stressed too much. In the modern world, and in Canada as much as anywhere, we are obsessed with the notion that to think is the highest achievement of mankind, but we neglect the fact that thought untouched by feeling is thin, delusive, treacherous stuff.”

“I had my yob periods. Nothing violent but certainly loutish. I think it's frustrated intelligence. Imagine that if you were really intelligent and everyone treated you as though you were stupid and no one tried to teach you anything -- the sort of deep subliminal rage that would get going in you. But then once it gets going, you make a strength out of what you know is your weakness, which is that you are undeveloped.”

“I must suppose that reading wonderful writers may, inadvertently, teach an avid reader a great deal -- not only about life and other matters, but about how to write. Therefore doubtless I have benefited from frequent immersions in the glowing genius of others. It would be nice to think so. (I do actually think so). But to improve my skills will never be the prompting force of my reading -- that's just literary lust.”

“Writing those books ['Beauty' and 'Style']was really eye-opening, as you realize just how much goes into beauty and fashion, and also how much I've learned over the years. I think both books are essential, as they don't really teach you one particular look that will go out of style next season, but rather tools and tricks you can use over the years.”

“I don't even look at resumes anymore. I think they're misguided. I talk to them, ask them where they've been, "What's your favorite experience in a restaurant?" Where do they like to eat? Blah blah blah. All that stuff, but I can only really describe my journey with another person if I can connect with them and their passion. Otherwise, I don't care where they've worked. It doesn't matter to me. Really I have to feel it, and then I can teach them anything.”

“As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.”

“I don't know where creativity comes from, but I think everybody has the ability to be creative. I think what's important about creativity starts when you're very young and how we're allowed to experience our imagination. The people who bring us up and teach us are fundamental in either encouraging creativity or discourging creativity. My imagination was always encouraged.”

“Even though their arguments did not invoke religion, I think we all know what's behind these arguments. They're trying to protect religious beliefs from contradiction by science. They used to do it by prohibiting teachers from teaching evolution at all; then they wanted to teach intelligent design as an alternative theory; now they want the supposed "weaknesses" in evolution pointed out. But it's all the same program - it's all an attempt to let religious ideas determine what is taught in science courses.”

“I don't think you could teach someone to be a genius, but you can certainly teach them to not make rookie mistakes and to look at writing the way a writer looks at writing, and not just the way a reader looks at writing. There are a lot of techniques and skills that can be taught that will be helpful to anybody, no matter how gifted they are, and I think writing programs can be very good for people.”