Quotes of All Topics . Occasions . Authors
Once I got into high school, any time I had to do a talk or a speech, I just loved being up in front of an audience, it was always a character. And then I discovered that an impersonation of the teacher was a really, really good way to get a laugh, and it would also get you good marks, because the teachers were always bored and loved to be the "teacher-parody." So that became my little trick at school, and I became known for doing that.
Cultivate your garden Do not depend upon teachers to educate you follow your own bent, pursue your curiosity bravely, express yourself, make your own harmony In the end, education, like happiness, is individual, and must come to us from life and from ourselves. There is no way; each pilgrim must make his own path. "Happiness," said Chamfort, "is not easily won; it is hard to find it in ourselves, and impossible to find it elsewhere.
You reminded me of a quote that my acting teacher Stella Adler wrote in her book ['The Art of Acting'], which I asked her to sign: "The young actor feels some greatness inside themselves that they want to give back to the world." That resonated with me, but I didn't really understand what she was talking about until much later, in the way you surmised that my struggle to become an actor was from being this kind of introverted young boy.
I know a good many men of great learning-that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently-and not infrequently the determination was made clumsily and inaccurately.
Any really good scientist is as much an artist as a scientist. All the interesting stuff is found on the edge between knowing and not knowing. I know that sounds like a meditation teacher speaking, but when you're in the laboratory, or you're theorizing about physics, you need to know what you know, but if you can't get out from under that, you won't be able to make that insightful, first-time connection that nobody else has seen before.
I was enthralled and moved by Azar Nafisi's account of how she defied, and helped others to defy, radical Islam's war against women. Her memoir contains important and properly complex reflections about the ravages of theocracy, about thoughtfulness, and about the ordeals of freedom-as well as a stirring account of the pleasures and deepening of consciousness that result from an encounter with great literature and with an inspired teacher.
I get so much from having the opportunity to interface with the younger people and to bring information to them and to represent our culture and our way of life. The feeling and the warmth and the love, it's unbelievable. The type of exchange that goes on between students and teachers or visiting people who are doing master classes, and not just when they're musicians. Even general classes, when the students are not necessarily musicians.
My real purpose in telling middle-school students stories was to practice telling stories. And I practiced on the greatest model of storytelling we've got, which is "The Iliad" and "The Odyssey." I told those stories many, many times. And the way I would justify it to the head teacher if he came in or to any parents who complained was, look, I'm telling these great stories because they're part of our cultural heritage. I did believe that.
If my novel gets any attention in Bulgaria, it will be as a scandal: a book about a teacher at a famous school and his relationship with a prostitute. I doubt very much it will be evaluated on its merits as literature. If Bulgarian were the book's only language, that would be painful and limiting to me as a writer. Since my book also exists in English - where it isn't scandalous at all - I feel comfortable with the possibility of scandal.
My father was a teacher, my mama was a community worker, I taught in so many schools. So when you get that experience of how to communicate with younger people, put that hand on them and give them that old-school feeling, the maturity and adult, a lot of our kids just need the feeling of that love, and that's the frame of reference that I teach from and that's the frame of reference that all of our musicians in the Jazz at Lincoln Center.
As a kid, I succumbed to peer pressure; I created an image of myself that was not true. But that belief system ended with the death of a close friend. It was then that I reached out for help from my father. It wasn't the teachings of The Four Agreements exactly, it was just my father's teachings in general. And because of this, I am grateful to continue my family's legacy. In this way, I say "thank you" to my family and teachers before me.
A story must be told in such a way that it constitutes help in itself. My grandfather was lame. Once they asked him to tell a story about his teacher. And he related how the holy Baal Shem used to hop and dance while he prayed. My grandfather rose as he spoke, and he was so swept away by his story that he himself began to hop and dance to show how the master had done. From that hour he was cured of his lameness. That's how to tell a story.
Children, by nature, are keen, passionate and curious. What was referred to as laziness is often merely an awakening of sensitivity, a psychological inability to submit to certain absurd duties, and a natural result of the distorted, unbalanced education given to them. This laziness, which leads to an insuperable reluctance to learn, is, contrary to appearances, sometimes proof of intellectual superiority and a condemnation of the teacher.
In turbulent times, in times of great change, people head for the two extremes: fundamentalism and personal, spiritual experience...With no membership lists or even a coherent philosophy or dogma, it is difficult to define or measure the unorganized New Age movement. But in every major U.S. and European city, thousands who seek insight and personal growth cluster around a metaphysical bookstore, a spiritual teacher, or an education center.
When people think the issue can be solved, it becomes a moral imperative to be part of the solution. We can do a lot more within our school districts to recruit aggressively, select people according to high standards, invest in their training and development, and foster and reward their leadership. Once we invest more in attracting, developing and retaining teachers, potential recruits will begin to see it as a profession worth considering.
No segment of the population has lost more by the agendas of the liberal constituencies of the Democratic Party than the black population. The teachers' unions, environmental fanatics and the ACLU are just some of the groups to whose interests blacks have been sacrificed wholesale. Lousy education and high crime rates in the ghettos, and unaffordable housing elsewhere with building restrictions, are devastating prices to pay for liberalism.
Education is the silver bullet. Education is everything. We don't need little changes, we need gigantic, monumental changes. Schools should be palaces. The competition for the best teachers should be fierce. They should be making six-figure salaries. Schools should be incredibly expensive for government and absolutely free of charge to its citizens, just like national defense. That's my position. I just haven't figured out how to do it yet.
It's been a struggling school for many, many years, and [that's] not surprising since it's serving some of the most disadvantaged kids in the city. It wasn't the only one by any means, but it was among those. It shows that things like good, steady, stable leadership makes a huge difference; focusing on the culture of the schools as a place where kids feel supported and want to be; supporting the teachers, so they want to stay and work hard.
Give heed to the cause of the holy Roman Church, mother of all churches and teacher of the faith, whom you by the order of God, have consecrated by your blood. Against the Roman Church, you warned, lying teachers are rising, introducing ruinous sects, and drawing upon themselves speedy doom. Their tongues are fire, a restless evil, full of deadly poison. They have bitter zeal, contention in their hearts, and boast and lie against the truth.
Any place where you have to deal with many social actors like a school - you have the parents, the Ministry of Education, the school board, and the teachers - you need all kinds of sets and rules. You're trying to foresee anything that can happen and everything becomes really rigid. They don't want to talk about death because they don't want to overwhelm the children, but that has already happened, so you're not going to overwhelm them more.
Other than my parents, no one had a bigger influence on my life than Coach Smith. He was more than a coach – he was my mentor, my teacher, my second father. Coach was always there for me whenever I needed him and I loved him for it. In teaching me the game of basketball, he taught me about life. My heart goes out to Linnea and their kids. We've lost a great man who had an incredible impact on his players, his staff and the entire UNC family.
If humankind - from humble farmers in the fields and toiling workers in the cities to teachers, people of independent means, those who have reached the pinnacle of fame or fortune, even the most frivolous of society women - if they knew what profound inner pleasure awaits those who gaze at the heavens, then France, nay, the whole of Europe, would be covered with telescopes instead of bayonets, thereby promoting universal happiness and peace.
Books are the carriers of civilization. Without books, history is silent, literature dumb, science crippled, thought and speculation at a standstill. Without books, the development of civilization would have been impossible. They are engines of change (as the poet said), windows on the world and lighthouses erected in the sea of time. They are companions, teachers, magicians, bankers of the treasures of the mind. Books are humanity in print.
...Generally people don't recomend this type of book at all. It is far too interesting. Perhaps you have had other books recomended to you. Perhaps, even, you have been given books by friends, parents, teachers, then told that these books are the type you have to read. Those books are invariably described as "important"- which in my experience, pretty much means that they're boring. (words like meaningful and thoughtful are other good clues.)
Everyone wins when children - and especially girls – have access to education. An educated girl is likely to increase her personal earning potential and prepare herself for a productive and fulfilling life, as well as reduce poverty in the whole community. Investing in girls' education also helps delay early marriage and parenthood. Our booming economies in Africa need more female engineers, teachers and doctors to prosper and sustain growth.
When I was young I drew constantly in my sketchbooks to learn to see things. My first teacher in school, Gilbert Stone, taught me that you have to see things as they are first. Then you can distort, exaggerate, or re-create the world. I sketch in a small, unobtrusive sketchbook or on any paper at hand. I write on canary yellow tablets or any scrap available. I'm constantly doodling, even while editing my kids' homework, much to their chagrin!
I would take school instruction out of the hands of the old order of decrepit, stammering, journeymen-teachers as well as from the new weak ones, who are generally no better for popular instruction, and entrust it to the undivided powers of Nature herself, to the light that God kindles and ever keeps alive in the hearts of fathers and mothers, to the interest of parents who desire that their children should grow up in favour with God and man.
Let's make it clear for the dimmest bulbs among you: the kids at Columbine High didn't die from too many guns, they died from too few. I'm not suggesting that the teachers should have carried guns not as franchised agents of the state. They should have carried guns as ordinary individuals, exercising a sacred right, and in performance of a solemn duty to protect the young lives that were placed very foolishly, as it turned out in their hands.
The myth stems from the belief that writing is some mystical process. That it's magical. That it abides by its own set of rules different from all other forms of work, art, or play.But that's bullshit. Plumbers don't get plumber's block. Teachers don't get teacher's block. Soccer players don't get soccer block. What makes writing different? Nothing. The only difference is that writers feel they have a free pass to give up when writing is hard.
Estiven Rodriguez couldn't speak a word of English when he moved to New York City at age nine. But last month, thanks to the support of great teachers and an innovative tutoring program, he led a march of his classmates - through a crowd of cheering parents and neighbors - from their high school to the post office, where they mailed off their college applications. And this son of a factory worker just found out he's going to college this fall.
Studies of people who report high well-being in their fifties and sixties indicate that they have lived lives that involved personal risks. They are not people whose lives have been calm and predictable. A life under tight control sometimes produces quiet desperation. High well-being is a life that has depth and quality. Risks, losses, problems, and tragedy add pain to a life. That pain becomes a teacher. We learn; the pain gives us no choice.
Most people you'd tell "I'm gonna be a musician," they'd say, "you're crazy, you're gonna starve, you're gonna be poor, a drug addict, go to jail, you'll never make it, there's too much competition, it's a terrible business," etc. But my chorus teacher in high school said, "you've got what it takes to be a really good professional musician, you should consider it." That was an epiphany for me. So I thought, well, maybe I can help somebody, too.
I hold myself accountable for my contradictions. I deeply, deeply believe in the mystical laws. I know that every thought sends an eternity in motion. I mean, I know what I am capable of as a teacher; I know what I'm capable of because of my intelligence. But I also know that that's useless if - I have been humiliated so often, when I think that I can combat the terrors of life with intelligence. Because you can't. It'll bring you to your knees.
The little boy went first day of school He got some crayons and started to draw He put colors all over the paper For colors was what he saw And the teacher said.. "What you doin' young man?" "I'm paintin' flowers" he said She said... "It's not the time for art young man And anyway flowers are green and red There's a time for everything young man And a way it should be done You've got to show concern for everyone else For you're not the only one.
Poetry is difficult, I mean interesting poetry, not confessional babble or emotive propaganda. Reading a new poet is discovering an entire world, what Stevens called a 'mundo' and it takes a lot of time to orientate oneself in such a world. What we have to learn to do then, as teachers and militants of a poetic insurgency, is to encourage people to learn to love the difficulty of poetry. I simply do not understand much of the poetry that I love.
I was a pretty hyperactive kid, kind of ADD. I couldn't really stay sitting in my chair, so my kindergarten teacher would have me standing at the back of the room, because I couldn't sit for more than five minutes. My mom needed some positive way to focus my energy and I said I wanted to be an actor, so she was like, "Well, we'll roll with it and see how you respond to it," and I loved it. It was something I could instantly focus my attention to.
Whilst I may not actually help anyone to retaliate, I must not let a coward seek shelter behind nonviolence so-called. Not knowing the stuff of which nonviolence is made, many have honestly believed that running away from danger every time was a virtue compared to offering resistance, especially when it was fraught with danger to one's life. As a teacher of nonviolence I must, so far as it is possible for me, guard against such an unmanly belief.
She might even be your lovely school-teacher who is reading these words to you at this very moment. Look carefully at that teacher. Perhaps she is smiling at the absurdity of such a suggestion. Don't let that put you off. It could be part of cleverness. I am not, of course, telling you for one second that your teacher actually is a witch. All I am saying is that she might be one. It is most unlikely. But--here comes the big "but"--not impossible.
I don't really follow meditation hype. But my impression is that poor studies are cited as "proof" of meditation's benefits, findings that apply to advanced meditators are sometimes touted as accruing to beginners, and, occasionally, some benefits are simply imagined. This may be most true in the business world, where many companies are bringing in teachers who are a bit loose in their use of research as evidence for the usefulness of the method.
we'll have to reclaim the ward 'taxes.' Why has it become a synonym for 'evil'? I understand that no one likes to pay good money for nothing. But fire and police protection aren't nothing. ... Roads, bridges, airports, and mass transit systems aren't nothing. National parks, clean air, and clear water aren't nothing. A safe food supply, functioning schools with well-trained teachers, and well-equipped hospitals aren't vaporous apparitions either.
There can be, therefore, no true education without moral culture, and no true moral culture without Christianity. The very power of the teacher in the school-room is either moral or it is a degrading force. But he can show the child no other moral basis for it than the Bible. Hence my argument is as perfect as clear. The teacher must be Christian. But the American Commonwealth has promised to have no religious character. Then it cannot be teacher.
I was fortunate to be at that school in an era in which encounters between students and teachers were encouraged; there were a number of teachers who lived on campus, and they'd regularly invite students over for dinner on the weekends. I hope it's still like that: being treated seriously by an adult you admire is a great gift. Children, like adults, want respect - but it's only when you're older that you realize how few people actually extend it.
Parents impose their own limited concepts on their children, often ignoring their temperaments, special needs, and abilities. Your parents and teachers may have mistakenly ignored your strengths or may not have encouraged you to develop them. You can discover your basic capacities by experimenting with things that you always wanted to do. Don't be discouraged by notions that seem "silly" or "foolish" or "not you." Do it! Who knows what will happen?
Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the children's best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child's interest, is not possible without mutual trust between parent and teacher.
It is impossible for anyone who studies the life and character of the great Prophet of Arabia, who knows how he taught and how he lived, to feel anything but reverence for that mighty Prophet, one of the great messengers of the Supreme. And although in what I put to you I shall say many things which may be familiar to many, yet I myself feel whenever I re-read them, a new way of admiration, a new sense of reverence for that mighty Arabian teacher.
In my teens I fancied myself an artist; I hung out with the eccentric art teacher at my high school, painted still lifes and portraits and landscapes in watercolor and acrylics, took private lessons, won some blue ribbons for my earnest renderings. My lack of talent did little to dampen my enthusiasm. In college I thought I'd continue, but, like Salieri, I quickly realized that while I had the ability to appreciate art, I wasn't actually very good.
We usually look outside ourselves for heroes and teachers. It has not occurred to most people that they may already be the role model they seek. The wholeness they are looking for may be trapped within themselves by beliefs, attitudes, and self-doubt. But our wholeness exists in us now. Trapped though it may be, it can be called upon for guidance, direction, and most fundamentally, comfort. It can be remembered. Eventually we may come to live by it.
He [Jesus] came to save all through himself; all, I say, who through him are reborn in God: infants, and children, and youths, and old men. Therefore he passed through every age, becoming an infant for infants, sanctifying infants; a child for children, sanctifying those who are of that age . . . [so that] he might be the perfect teacher in all things, perfect not only in respect to the setting forth of truth, perfect also in respect to relative age
Originally I had a block about appearing in a musical. I went to a voice teacher for a while, but that did no good. My range is about one and a half notes. I ended up talking the musical numbers, which was revolutionary at the time. The lyrics are extremely intricate. They move along like a precisely acted scene. If you miss a word - heaven help you - the orchestra rattles past like an express train, and you've got to run like the devil to catch up.
Do not believe what you have heard Do not believe in tradition because it is handed down many generations Do not believe in anything that has been spoken of many times Do not believe because the written statements come from some old sage Do not believe in conjecture Do not believe in authority, or teachers, or elders But after careful observation and analysis, when it agrees with reason and it will benefit one and all, then accept it and live by it.