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Teaching Quotes

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Teaching Quotes

“I'm fortunate enough that every job I do seems to be, at the very least, teaching me something fantastic. I make new friends. I work with talented people. And each project and experience seems to be better than the last. I seem to be topping myself all the time. I think to myself: "It can't get better, it can't get better..." And then something happens that makes me feel like I'm truly richer for the experience.”

“Do not consider any act of service as demeaning. Sweeping the streets, for example, is not below your dignity. Do you not sweep the floor of your homes? Do you not scrub and wash off dirt? When you undertake such tasks, the villagers will also gladly share in them. Why feel ashamed to be good? The ridicule that may be cast on you has been the reward of many saints. It will soon fade away. Muhammad was driven out of Mecca by those who could not appreciate his teachings. Jesus was crucified. But their names resound in the heart of millions.”

“It is the philosophers, theologians, and evangelists who are said to be filled with pride and bigotry due to the strong convictions that they represent. On the contrary, teachings can be either taken or dismissed; whereas voting is the only thing the average person can do to force everyone to live how they would prefer. A simple vote is among the largest yet most acceptable forms of bigotry, and that is because people play the card only when they feel that in doing so it conveniences themselves.”

“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.”

“If I'm teaching deep things, then I view it as important to make people feel like they're learning deep things, because otherwise, they will still have a hole in their mind for "deep truths" that needs filling, and they will go off and fill their heads with complete nonsense that has been written in a more satisfying style.”

“I think mothers and daughters are meant to give birth to each other, over and over; that is why our challenges to each other are so fierce; that is why, when love and trust have not been too badly blemished or destroyed, the teaching and learning one from the other is so indelible and bittersweet. We daughters must risk losing the only love we instinctively feel we can't live without in order to be who we are, and I am convinced this sends a message to our mothers to break their own chains, though they may be anchored in prehistory and attached to their own great grandmothers' hearts.”

“There’s only one thing we can be sure of, and that is the love that we have -- for our children, for our families, for each other. The warmth of a small child’s embrace -- that is true. The memories we have of them, the joy that they bring, the wonder we see through their eyes, that fierce and boundless love we feel for them, a love that takes us out of ourselves, and binds us to something larger -- we know that’s what matters. We know we’re always doing right when we’re taking care of them, when we’re teaching them well, when we’re showing acts of kindness. We don’t go wrong when we do that.”

“Much of the pressure contemporary parents feel with respect to dressing children in designer clothes, teaching young children academics, and giving them instruction in sports derives directly from our need to use our children to impress others with our economic surplus. We find "good" rather than real reasons for letting our children go along with the crowd.”

“I could have spoken from Rhode Island where I have been staying ... But I felt that, in speaking from the house of Lincoln, of Jackson, and of Wilson, my words would better convey both the sadness I feel in the action I was compelled today to make and the firmness with which I intend to pursue this course until the orders of the federal court at Little Rock can be executed without unlawful interference." (On sending troops to enforce integration in Little Rock AR High School)”

“Even if fathers are more benignly helpful, and even if they spend time with us teaching us what they know, rarely do they tell uswhat they feel. They stand apart emotionally: strong perhaps, maybe caring in a nonverbal, implicit way; but their internal world remains mysterious, unseen, "What are they really like?" we ask ourselves. "What do they feel about us, about the world, about themselves?”

“In the art of teaching, we recognize that ideas and insights need to cook over a period of time. Sometimes the student who is least articulate about expressing the ideas is in fact the one who is absorbing and processing them most deeply. This applies as well to our own private learning of our art form; the areas in which we feel most stuck and most incompetent may be our richest gold mine of developing material. The use of silence in teaching then becomes very powerful.”

“If I had a religious experience, what I know for sure is that I would stop doing philosophy and would start doing religion, teaching classes in religion, preaching in a local church. That is fine and noble activity. But I do not feel entitled to engage in it. So for me philosophy is my fate.”

“If you're living a yielded life, and if you have the preaching and teaching gift, and you're yielding that to God on a continual basis, that's one of the signs that you're in the right place doing the right thing for the right reasons. If you're doing something in the kingdom, and you rarely feel that, that's a red flag. Something needs to be looked at. Are you using the right gift? Are you using it in the right way? For the right reasons? At the right time? In the right context? If I didn't feel it consistently, that would be quite troubling to me.”

“You know, our fundamentalist friends dislike the teaching of evolution in schools because of the effect they feel it has on our view of our own special importance, while liberals insist that scientific and spiritual matters can be kept in separate compartments. On this point, I tend to agree with the fundamentalists, though I come to opposite conclusions about teaching evolution because I am convinced it's true.”

“The idea that somehow "no self, no problem"- I don't exist because I don't have a self- would be a mistaken understanding. However, the selflessness teaching is not that hard to understand. What it means is a type of self that people feel they have, like a fixed, unchanging identity. Either they know they have it, or for some, they feel they need to seek it, and possibly have an experience where they feel like they found something. That type of fixed, unchanging, essential self, or absolute self doesn't exist. That's what "no self" means.”

“I started teaching yoga in 1974 in Colorado, I was living in Winter Park, and I started teaching skiers. At that point I was teaching more of the Sivananda system and just pushing it up a little bit to make it a little more rajasic a little more active, a little more physical. People would come, and feel great, and by the time I left Colorado in 1980 I'd taught pretty much everyone in town - the ski patrol, ski instructors, the bar owners.”

“For nearly a decade now, I've been teaching others how to thrive by filling their bodies with energizing vitamins, nutrients, minerals, antioxidants, and phytonutrients. Not a day goes by when someone doesn't write me to say, "Thanks, I feel better now, too." Those letters from my readers are my digital cardinals.”

“In education, I'm going to try to find what works. One thing I want to do is improve the quality of teachers. There are a lot of people who want to go into teaching; it's fundamentally a very fulfilling profession. But people don't feel they have financial support. We pay starting teachers in particular too little to attract the quality people that we need. I want to make it easier for good people who want to go into teaching to do that.”

“I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.”

“I feel like hate and darkness get so much airtime. We need to give peace and love as much airtime as we can. We need to be teaching our kids that it's okay to love whoever you want to love, and it's okay to be who you want to be, and it's okay to feel that everybody should be treated equally and with respect. Such simple things that I don't know why it's hard for people to understand.”

“My poems - like my family life, my life with friends, my teaching - these things express who I am. I don't feel any extra responsibilities or relishes or necessary evils in them. They are part of who I am, with all of those customary desires and doubts, purposes and confusions that come along with being a particular person.”

“I feel that for years of teaching in the country and reading criticism in books, I feel like the things most needed in our culture are the understanding of the meanings of our music. We haven't done that good of job teaching our kids what our music means or how we developed our taste in music that reminds us and teaches us who we are.”