Quotes of All Topics . Occasions . Authors
Science is a magnificent force, but it is not a teacher of morals. It can perfect machinery, but it adds no moral restraints to protect society from the misuse of the machine. It can also build gigantic intellectual ships, but it constructs no moral rudders for the control of storm tossed human vessel. It not only fails to supply the spiritual element needed but some of its unproven hypotheses rob the ship of its compass and thus endangers its cargo.
When schools truly become centers of the community, where you have extraordinary teachers, the best teachers, the best principals, great nonprofit partners coming in during the non-school hours to support and do enrichment activities, social services, then those students will beat the odds, will beat poverty, will beat violence in the community, will beat sometimes dysfunctional families, and be productive citizens long term. They will go to college.
It's not the length but the quality of life that matters to me. It has always been important to me to write one sentence at a time, to live every day as if it were my last and judge it in those terms, often badly, not because it lacked grand gesture or grand passion but because it failed in the daily virtues of self-discipline, kindness, and laughter. It is love, very ordinary, human love, and not fear, which is the good teacher and the wisest judge.
Very few college professors want high school graduates in their history class who are simply "gung ho" and "rah-rah" with regard to everything the United States has ever done, have never thought critically in their life, don't know the meaning of the word "historiography" and have never heard of it. They think that history is something you're supposed to memorize and that's about it. That's not what high school, or what college history teachers want.
I really do believe that chance favours a prepared mind. Wallace Stegner, who was one of my teachers when I was at Stanford, preached that writing a novel is not something that can be done in a sprint. That it's a marathon. You have to pace yourself. He himself wrote two pages every day and gave himself a day off at Christmas. His argument was at the end of a year, no matter what, you'd got 700 pages and that there's got to be something worth keeping.
Free speech is what we all have and is guaranteed by the First Amendment of the US Constitution. Academic freedom refers to what happens in the university, particularly in the classroom, and to the importance of the teacher having the right to teach and share what he or she has learned, has proven her competence to teach, having gone through a series of tests and certifications including research and writing to demonstrate her abilities and knowledge.
To get out of desperate situation can only be done by education and by openness for Indonesians. Everybody who can, should be participating in this 'project'. Not only professional educators and teachers , but especially artists, creative people, thinkers. There should be many more initiatives, particularly more from the independent press! What happened to progressive independent publications in Indonesia? Nothing - they never took off! It is a shame.
It takes time and devotion to learn the language of color and lighting in the garden. Your tastes are sure to change over time, reflecting your inner evolution. Seeing the garden as a canvas for your celebration of Nature's palette is a wonderful expression of the soul's love of beauty and artistry. Your own inner intuition, however, is often your best teacher, but don't forget that Mother Nature will always have a few surprises up Her sleeve as well.
We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle.
Everyone used to chuck snails at each other at school, and I used to try and save them. And not only did I get in trouble for it, I got suspended for doing it. For saving the snails I kept about four or five hundred of them at the back of the class -- in Snail Land. We were like six or seven or something, people didn't even realise what they were doing. I had a strange compassion for snails. And the teacher just chucked them all in the trash in the end.
One of the big misapprehensions about mathematics that we perpetrate in our classrooms is that the teacher always seems to know the answer to any problem that is discussed. This gives students the idea that there is a book somewhere with all the right answers to all of the interesting questions, and that teachers know those answers. And if one could get hold of the book, one would have everything settled. That's so unlike the true nature of mathematics.
The relationship between officers and men should in no sense be that of superior and inferior, nor that of master and servant, but rather that of teacher and scholar. In fact, it should partake of the nature of the relationship between father and son, to the extent that officers, especially commanding officers, are responsible for the physical, mental, and moral welfare, as well as the discipline and military training of the young men under their command.
the Republicans love to say that the Democratic Party is ruled by 'special interests.' But when pressed to name these 'special interests,' the usual reply is women, blacks, teachers, and unions. Those are 'special interests' to be proud of - because together they comprise the majority of Americans. What about the 'special interests' that dominate the Republican Party - the oil companies, the banks, the gun lobby, and the apostles of religious intolerance?
What I feel the most confident about as a teacher, whatever my strengths and weaknesses are. The fact that I got to be around those people, I feel like that I have something to offer because of that blessing. Being around them a little bit... I'm not them. I'm certainly not trying to compare myself to them. But in lieu of them being able to impart something, the fact that I had so many people like that that were kind to me and talked to me was invaluable.
I was a tomboy growing up and then fell into the world of theatre and musical theatre. A girlfriend introduced me to yoga in college and I was hooked. I didn't really know anything about it except that it was the highlight of my week. I ended up graduating from the University of Virginia and moving to Los Angeles where I could continue acting and do a yoga teacher training. I went from practicing once or twice a week to several hours everyday. I loved it.
I didn't really know much about the Houdinis when I started. As soon as they sent me the script, I wanted to find out everything I could about Bess. Luckily, I have a really wonderful friend named Michael Mitnick, who's a writer. He was a magician as a child, and that led him to the theater, which led to drama school, and he writes films now. Magic was really his thing, growing up, so he put me in touch with his magic teacher who is a real Houdini expert.
Students generally have very little idea of the world they are entering into, and their teachers - like parents - are viewed as beings who alternately guide and admonish; rarely are those teachers viewed as individuals or is their professional standing considered. It is usually only afterward, when young people encounter real-life situations in their chosen professions that they sometimes learn (if they are lucky) that they studied with one of the greats.
It is not the thinker who is the true king of men, as we sometimes hear it proudly said. We need one who will not only show, but be the Truth; who will not only point, but open and be the Way; who will not only communicate thought, but give, because He is the Life. Not the rabbi's pulpit, nor the teacher's desk, still less the gilded chairs of earthly monarchs, least of all the' tents of conquerors, are the throne of the true king. He rules from the cross.
As the river enters the sea and loses itself in the sea, so Krishnamurti has entered into that Life which is represented by some as The Christ, by others as The Buddha, by others still, as the Lord Maitreya. Hence Krishnamurti as an entity fully developed has entered into the Sea of Life and is the Teacher, because the moment you enter into that Life -which is the fulfilment of all Teachers, which is life of all the Teachers - the individual as such ceases.
In many ways, constancy is an illusion. After all, our ancestors were immigrants, many of them moving on every few years; today we are migrants in time. Unless teachers can hold up a model of lifelong learning and adaptation, graduates are likely to find themselves trapped into obsolescence as the world changes around them. Of any stopping place in life, it is good to ask whether it will be a good place from which to go on as well as a good place to remain.
And she [Eleanor Roosevelt]loves being a star. And she loves being a teacher and a leader and a mentor and a big friend. Also, she's tall. She's one of the tallest girls in the school. And she's an athlete. And she writes many years later, at the end of her life, she writes that the happiest day, the happiest single day of her life was the day that she made the first team at field hockey. And I have to say, as a biographer, that's the most important fact. I
If you wish to become a divine immortal angel, then restore the angelic qualities of your being through virtue and service. This is the only way to gain the attention of the immortals... These angelic teachers cannot be sought out; it is they who seek out the student. When you succeed in connecting your energy with the divine realm through high awareness and the practice of undiscriminating virtue, the transmission of the ultimate subtle truths will follow.
I think sometimes when people start doing improv there's some regression towards trying to replicate the "good" improvisers that they've read about in their improv books or heard about from their teachers. That's understandable, because they're trying to learn technique and stuff, but I actually think that my favorite performers are ones who have unique improv technique but also have a unique point of view that you can feel with them and their performances.
At the heart of good education are those gifted, hardworking, and memorable teachers whose inspiration kindles fires that never quite go out, whose remembered encouragement is sometimes the only hard ground we stand upon, and whose very selves are the stuff of the best lessons they ever teach us. Most of us, no matter how long ago it's been, can name our kindergarten teacher. Our first music teacher. Our junior high algebra teacher. Good teachers never die.
The one Spirit of life is given different names, the sacred names. We more easily recognize the Spirit of life by the particular name to which we are accustomed. So far we are right, but the mistake we make, and it is to our loss, is to ignore or deny the same truth because it is given to us in another form and under another name. We limit it. We say the truth existed only in that period when certain teachers came to the world, and that after that it stopped.
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.
What libraries give you is all three tenses - the past tense - the present tense in which we live and the future that we can only imagine. These places have teachers who are living and dead and we are lucky to have them. If I sit here and read Aristotle, he is speaking to me across a thousand years - more than a thousand years. That sense that I am in the company of the great greatest people who ever lived is a humbling experience but a liberating experience.
Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.
I had the opportunity, as a child, to grow up in a community center where I was exposed to theater, music, art, and computer science; things that I would have never had the opportunity to even meet had it not been for those people taking time out of their schedules, helping us as children to travel all over the world while sitting in a gymnasium. That's what I did before I was a musician, before I was a recording artist, I was a teacher and a community leader.
For teachers, getting annual test scores several months after taking the test and in most cases long after the students have departed for the summer sends a message: Here's the data that would have helped you improve your teaching based on the needs of these students if you would have had it in time, but since it's late and there's nothing you can do about it, we'll just release it to the newspapers so they can editorialize again about how bad our schools are.
Go ye, who rest so placidly upon the sacred Bard who had been young, and when he strung his harp was old, and had never seen the righteous forsaken, or his seed begging their bread; go, Teachers of content and honest pride, into the mine, the mill, the forge, the squalid depths of deepest ignorance, and uttermost abyss of man's neglect, and say can any hopeful plant spring up in air so foul that it extinguishes the soul's bright torch as fast as it is kindled!
My art teacher had said that if you breathed deeply and imagined something, you could be there. You could see it, feel it. During our standoffs with the NKVD, I learned to do that. I clung to my rusted dreams during the times of silence. It was at gunpoint that I fell into every hope and allowed myself to wish from the deepest part of my heart. Komorov thought he was torturing us. But we were escaping into a stillness within ourselves. We found strength there.
Do you know that moment when you paint a landscape as a child and, when you're maybe under seven or something, the sky is just a blue stripe across the top of the paper? And then there's that somewhat disappointing moment when the teacher tells you that the sky actually comes down in amongst all the branches. And it's like life changes at that moment and becomes much more complicated and a little bit more boring, as it's rather tedious to fill in the branches.
Kids who are middle class, socioeconomically, are surrounded by mentors. They have coaches, teachers, they have family friends, their parents have friends. They might have opportunities, they might have jobs that allow them to experience things that kids in poverty often don't have. Sometimes they come from dysfunctional families. And when you come from a family where money's a real challenge, then it might not be a priority to get you into a summer internship.
Actually, I started as a ventriloquist and my music teacher said, "Why don't you emcee the talent show?" My act was out of the back of Boys' Life magazine-they had a whole series of jokes in the back of Boys' Life magazine for Boy Scouts. So my act was jokes with my ventriloquist figure, and it was really bad, but I walked into the classroom afterward and the kids went, "Wow, you're cool." I wasn't cool at all, but I thought, "Well, this is a pretty good deal."
In the current environment, attributing low student performance to teacher tenure is one of the great unproven causal links out there. The relationship just hasn't been examined very carefully, but we should all recognize that in higher education the strongest institutions generally have the most robust tenure systems, and in elementary and secondary, the states with the strongest teacher unions (and tenure systems) tend to have the highest student performance.
Teaching I realized took up a lot of my time. I was a kind of a teacher that spent time with students, spoke to them after class, tried to help them out. I'd talk with them personally about their work and try to get out of them what they were thinking about, forcing them to thinking seriously and not just falling back on all the ideas that they had picked up someplace. And so I took my job teaching very seriously and that - as a result, it took up a lot of time.
I was reading Emily Dickinson and Edwin Arlington Robinson, but these weren't the poets that influenced me. I think Gwendolyn Brooks influenced me because she wrote about Chicago, and she wrote about poor people. And she influenced me in my life by giving me a blurb. I would see her in action, and she listened to every single person. She didn't say, "Oh, I'm tired. I gotta go." She was there, and present, with every single person. She's one of the great teachers.
The teacher not only shapes the expectations and ambitions of her pupils, but she also influences their attitudes toward their future and themselves. If she is unskilled, she leaves scars on the lives of youth, cuts deeply into their self-esteem, and distorts their image of themselves as human beings. But if she loves her students and has high expectations of them, their self-confidence will grow, their capabilities will develop, and their future will be assured.
We spent $100 billion on education, saving the education system 300,000 teachers who were laid off because of the recession. We also put tens of thousands of lower income kids in college through Pell grants which has fundamentally all their opportunity. We did the same thing with regard to what we did on transportation. So we weren't just trying to - we knew we had to do something big to keep us from going over the cliff into a depression and pull us out of hole.
When someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing. Yet you know you exist and others like you, that this is a game with mirrors. It takes some strength of soul--and not just individual strength, but collective understanding--to resist this void, this nonbeing, into which are thrust, and to stand up, demanding to be seen and heard.
Maybe it's because we as writers are alone so often, are so attuned to listening to the run of our own thoughts, that we find it more natural to write down the thoughts rather than the deeds of our characters. But speaking as a teacher who has spent some twenty years slogging through manuscripts where thoughts and exposition pile up as thick as the aftermath of a California mudslide, I can attest to the power of the evocative detail, gesture, or figment of speech.
Teaching, therefore, asks first of all the creation of a space where students and teachers can enter into a fearless communication with each other and allow their respective life experiences to be their primary and most valuable source of growth and maturation. It asks for a mutual trust in which those who teach and those who want to learn can become present to each other, not as opponents, but as those who share in the same struggle and search for the same truth.
Schools teach you to imitate. If you don't imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A's. Originality on the other hand could get you anything -- from A to F. The whole grading system cautioned against it.
Every child is simple, just a clean slate. Then the parents start writing on his slate - what he has to become. Then the teachers, the priests, the leaders - they all go on emphasizing that you have to become somebody; otherwise, you have wasted your life. Just the opposite is the case. You are a being. You need not become anybody else. That is the meaning of simplicity: remaining at ease with one's being, and not going on any track of becoming - which is unending.
I was a very sickly kid. While I was in the hospital at age seven, my Dad brought me a stack of comic books to keep me occupied. And I was hooked. When my eighth grade art teacher, Mr. Smedley, told me he thought I had actual art talent, I decided to devote all my efforts in that direction in the hope that I might someday get into the comics biz. I became an art major, took every art class my school had to offer. In college, I majored in Advertising Art and Design.
For those of us who got into good colleges or the professions, did we stand up to that high school history teacher who told us some ridiculous lie about American history and say, "That's a ridiculous lie. You're an idiot"? No. We said, "All right, I'll keep quiet, and I'll write it in the exam and I'll think, yes, he's an idiot." And it's easy to say and believe things that improve your self-image and your career and that are in other ways beneficial to yourselves.
I'd almost say hope isn't what it used to be. It's very difficult today to be a teacher. I speak to children. And tell them, look, no matter what, you must have hope. You must. When I invoke Camus, who said when there is no hope, you must invent hope. . .hope is something that is not what God gives us. It's like peace. It's a gift that one can give to one another. Only another person can push me to despair. And only another person can push me to hope. Its my choice.
I was going to be a High School teacher. I was studying at the University of Alberta in Edmonton, up in Canada. I was also acting in a wonderfully supportive theatre community in Edmonton. There's a lot of support for theatre there. So, I was having a great time, but I didn't consider acting as a serious career initially, because even the most successful actors that I know in Edmonton are not super successful. Acting over there is just not a success-oriented career.
I grew up in a family of educators - my dad was a professor, my mom was a high school grammar and French teacher - so certainly my entire life education was stressed as incredibly important. And I think especially for my parents, who are both immigrants, and when immigrants come to this country, they understand that education is something that no one can take from them. You might leave the country with absolutely nothing, but no one can take your education from you.