He is not, he hopes, a sentimentalist. He tries not to sentimentalize the animals he kills, or to sentimentalize Bev Shaw. He avoids saying to her 'I don't know how you do it,' in order not to have to hear her say in return, 'Someone has to do it.
I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.
Participating in the filling of others' brains with knowledge and know-how is just an extraordinary gift only very few have. Hence, teaching a language is indeed opening these brains to the world with its similarities and dissimilarities taught in different words.
Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.
Teach them the quiet words of kindness, to live beyond themselves. Urge them toward excellence, drive them toward gentleness, pull them deep into yourself, pull them upward toward manhood, but softly like an angel arranging clouds. Let your spirit move through them softly.
Teaching is a Creative profession, it is our duty as School Leaders and Education Influencers to offer the right climate to foster innovation and support Innovative Teaching practices within our schools, and that's what will make our students succeed in the 21st century
Whenever pastors assume people in their congregation know certain things, they miss opportunities to teach. If a pastor makes assumptions year after year, then a whole generation has never heard [that truth] for the first time. If we assume too much, we communicate too little.
Louis thought he would be all for a back-to-the-basics drive in education: a teacher, an olive tree, a bit of midday wine (the Greeks had watered theirs down to keep their heads lucid), and, last but not least, six or seven eager and receptive youths seated at one’s feet.
I probably felt more resentment for what I personally was to suffer than for the wrong they were doing to anyone and everyone. But at that time I was determined not to put up with badly behaved people more out of my own interest than because I wanted them to become good people.
[About describing atomic models in the language of classical physics:]We must be clear that when it comes to atoms, language can be used only as in poetry. The poet, too, is not nearly so concerned with describing facts as with creating images and establishing mental connections.
The expression 'Those who can't do, teach' is a curious one, because if you look at the world , you'll see that teachers aren't particularly worse at doing things than anyone else, so perhaps the expression might be better worded as 'nobody can do anything
Perhaps I occasionally sought to give, or inadvertently gave, to the student a sense of battle on the intellectual battlefield. If all you do is to give them a faultless and complete and uninhabited architectural masterpiece, then you do not help them to become builders of their own.
Composure, a level head, a knowledge of what you want done, and why you want it done andfaith in your own ability to have it done gives composure to the whole school. Restlessness, lackof faith in self, fear of failure, these bring about the very conditions you are striving to avoid,
the calling of the teacher. There is no craft more privileged. To awaken in another human being powers, dreams beyond one’s own; to induce in others a love for that which one loves; to make of one’s inward present their future; that is a threefold adventure like no other.
Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.
