Quotes of All Topics . Occasions . Authors
But to paraphrase Henry Drummond in Inherit the Wind, ignorance and mediocrity are forever busy, and the forces of mediocrity aren't content with being mediocre; they'll do everything in their power to prevent even the humblest of teachers and children from accomplishing anything extraordinary. For good work shines a light on the failures of the mediocre, and that is a light which terrifies those who conspire to keep our nation's children, like themselves, ordinary.
I didn't think I was good at anything, didn't do well in school. And then in the third grade, I was going to a public school. And the teacher was putting math problems on the board. And I said to myself - it's amazing how you can remember certain incidents at any age that made an impression - I asked myself why is she putting those up when the answers are obvious. And then I saw it wasn't obvious to anybody else in the class. So I said, "Hey, I'm good at something."
We can go for days, weeks, and even months without saying or thinking the word 'education.' And yet, day in and day out, we are educating others and being educated ourselves. In the narrower sense of education - those classrooms and buildings and campuses where teachers and taught are brought together for purposes stated and unstated, for outcomes intended and unintended - we have all been profoundly affected by the pattern of days essentially not of our own making.
Feelings like disappointment, embarrassment, irritation, resentment, anger, jealousy, and fear, instead of being bad news, are actually very clear moments that teach us where it is that we’re holding back. They teach us to perk up and lean in when we feel we’d rather collapse and back away. They’re like messengers that show us, with terrifying clarity, exactly where we’re stuck. This very moment is the perfect teacher, and, lucky for us, it’s with us wherever we are.
Most of the time you are growing up, people tell you what's wrong with you. Your coach tells you, your parents tell you, the teachers tell you when they grade you. I think that's very good in the early stages, because it helps you then develop skills. But at some point in your career, generally I think when you are in your teens, you look in a mirror and you have to say, despite all the bumps and warts, "I like that person I'm looking at, and let's just do our best."
The study of the Life of Jesus has had a curious history. It set out in quest of the historical Jesus, believing that when it had found Him it could bring Him straight into our time as a Teacher and Saviour. ... But He does not stay; He passes by our time and returns to His own... He returned to His own time, not owing to the application of any historical ingenuity, but by the same inevitable necessity by which the liberated pendulum returns to its original position.
Too, some of my teachers helped me to navigate those books, showed me the maps and paths and secret decoder rings - people like Linda Kintz and Forest Pyle and Mary Wood and Diana Abu Jaber. They didn't treat me like a messy writer girl in combat boots who had infiltrated the smart people room. They treated me like I deserved to be there, potty mouth and all, they helped make a space for me to rage and ride my own intellect. That's why I'm saying their names out loud.
Every time I asked a question, that magnificent teacher, instead of giving the answer, showed me how to find it. She taught me to organise my thoughts, to do research, to read and listen, to seek alternatives, to resolve old problems with new solutions, to argue logically. Above all, she taught me not to believe anything blindly, to doubt, and to question even what seemed irrefutably true, such as man's superiority over woman, or one race or social class over another.
You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught.
My musical background in Tyler, Texas was quite outstanding. Uh, I grew up with, uh, with high school teachers who were in bands, they could play music. And we had a nine piece band there in Tyler, and I joined them when I was about, oh, 15 years old and traveled all over Texas in that band, playing for the elite oil people. Hah. And um, I was making about 50 bucks a night, and uh, it taught me, they taught me how to find my timing and to learn the songs that I wanted.
In short, no association or alliance can be happy or stable without me. People can't long tolerate a ruler, nor can a master his servant, a maid her mistress, a teacher his pupil, a friend his friend nor a wife her husband, a landlord his tenant, a soldier his comrade nor a party-goer his companion, unless they sometimes have illusions about each other, make use of flattery, and have the sense to turn a blind eye and sweeten life for themselves with the honey of folly.
The devil is not fighting religion. He's too smart for that. He is producing a counterfeit Christianity, so much like the real one that good Christians are afraid to speak out against it. We are plainly told in the Scriptures that in the last days men will not endure sound doctrine and will depart from the faith and heap to themselves teachers to tickle their ears. We live in an epidemic of this itch, and popular preachers have developed “ear-tickling” into a fine art.
If you're a "good" teacher, somebody who is responsible or careful, teaching takes time. Teaching is performative. Students nowadays evaluate you and there's a lot made in these evaluations about how you perform. Maybe you don't have the greatest delivery in the world. But you know a lot, have a lot to offer. So that's pretty unsettling. We've become so image-based and performance-based as a society. You have to be ready to appear on "Jimmy Kimmel Live!" at any moment.
After it's all over, the early childhood, a chain of birthdays woven with candlelight, piles of presents, voices of relatives singing and praising your promise and future, after the years of schooling, fitting yourself into different size desks, memorizing, reciting, reporting, and performing for jury after jury of teachers, counselors, and administrators, you still feel inadequate, alone, vulnerable, and naked in a world that can be unforgiving and terribly demanding.
A lot of people talk about life. Some love it. Some disparage it. And a few realize that life can be what you make it because they have learned from past experiences. Lessons learned from these experiences have often contributed greatly toward seeing the possibilities in what some people call "the game of life." When we've "been there" and "done that," we can have as good of an idea of what we don't want as what we do want. Experience is certainly an excellent teacher!
People are always asking, "Is this person in front of me the same on the inside as he or she appears to be on the outside? Is there congruence between what's within that person and the words and actions I'm viewing and hearing externally?" Children ask that about their parents; students ask it about their teachers; parishioners ask it about their pastors and priests; employees ask it about their bosses; and in a democracy, citizens ask it about their political leaders.
This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and being sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher.
...in the eyes of her oldest friends and colleagues and extended family, she wasn't a painfully thin seventy-five-year-old gray haired woman dying of cancer- she was a grade school class president, the young friend you gossiped with, a date or double date, someone to share a tent with in Darfur, a fellow election monitor in Bosnia, a mentor, a teacher you'd laughed within a classroom or a faculty lounge, or the board member you'd groaned with after a contentious meeting
I suggest that this is a good time to think soberly about our responsibilities to our descendents - those who will ring out the Fossil Fuel Age. Our greatest responsibility, as parents and as citizens, is to give America's youngsters the best possible education. We need the best teachers and enough of them to prepare our young people for a future immeasurably more complex than the present, and calling for ever larger numbers of competent and highly trained men and women.
...if we know God our knowledge of... everything will be brought to perfection, and, in so far as is possible, the infinite, divine and ineffable dwelling place (cf. Jn. 14:2) will be ours to enjoy. For this is what our sainted teacher said in his famous philosophical aphorism: 'Then we shall know as we are known' (I Cor. 13:12), when we mingle our god-formed mind and divine reason to what is properly its own and the image returns to the archetype for which it now longs.
It is then, we say, in the successive stages of his experience, that the believer sees more distinctly, and adores more profoundly, and grasps more firmly, the finished righteousness of Christ. And what is the school in which he learns his nothingness, his poverty, his utter destitution? The school of deep and sanctified affliction. In no other school is it learned, and under no other teacher but God. Here his high thoughts are brought low, and the Lord alone is exalted.
Once the awakening happens, with it comes the realization that suffering is unnecessary now. You have reached the end of suffering because you have transcended the world. It is the place that is free of suffering. This seems to be everybody's path. Perhaps it is not everybody's path in this lifetime, but it seems to be a universal path. Even without a spiritual teaching or a spiritual teacher, I believe that everybody would get there eventually. But that could take time.
Reading a book should be a conversation between you and the author. Presumably he knows more about the subject than you do; if not, you probably should not be bothering with his book. But understanding is a two-way operation; the learner has to question himself and question the teacher, once he understands what the teacher is saying. Marking a book is literally an expression of your differences or your agreements with the author. It is the highest respect you can pay him.
Definitely we see throughout history that American teachers are asked to be very self-abnegating. They're not supposed to be concerned with the conditions of their labor, they're not supposed to care about pay. This is the kind of vision of the ideal teacher, which is again and again brought to the fore by reformers, the ideal teacher as someone who is passionately driven to serve children. Almost to the exclusion of a more pragmatic view of what the job actually entails.
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
Follow your nature. The practice is really about uncovering your own pose; we have great respect for our teachers, but unless we can uncover our own pose in the moment, it's not practice - it's mimicry. Rest deeply in Savasana every day. Always enter that pratyahara (withdrawn state) every day. And just enjoy yourself. For many years I mistook discipline as ambition. Now I believe it to be more about consistency. Do get on the mat. Practice and life are not that different.
The Black public sector middle class teachers, policeman, firemen, and post office workers, those jobs have been on the decline but there hasn't been a corresponding increase in the private sector. What is especially painful is government policy bailed out the banks without making them make reinvestments for rebuilding. The result is 53-million Americans are food insecure, 50-million Americans are in poverty, 44 million are on food stamps, 26 million are looking for a job.
Inflation is not a Robin Hood, taking from the rich to give to the poor. Rather, it deals most cruelly with those who can least protect themselves. It strikes hardest those millions of our citizens whose incomes do not quickly rise with the cost of living. When prices soar, the pensioner and the widow see their security undermined, the man of thrift sees his savings melt away; the white collar worker, the minister, and the teacher see their standards of living dragged down.
Pride is a mental factor causing us to feel higher or superior to others. Even our study of dharma can be the occasion for the delusion of pride to arise if we think our understanding is superior to that of everyone else. Pride is harmful because it prevents us from accepting fresh knowledge from a qualified teacher. Just as a pool of water cannot collect on the tip of a mountain, so too a reservoir of understanding cannot be established in a mind falsely elevated by pride.
There's all kind of evidence that there is enormous corruption in the distribution of that money. For example, they gave about $100 to $150 dollars to each of the teachers. They gave about $500 dollars to those who were getting married. Through this process, they obviously collected a lot of votes, but these monies could not solve the structural problems that these people face. But the only result, the only consequence, was that a big sum from the budget was wasted this way.
and i don't just mean that they change you. a lot of people can change you - the first kid who called you a name, the first teacher who said you were smart, the first person who crowned you best friend. it's the change you remember, the firsts and what they meant, not really the people......i'm talking about the ones who, for whatever reason, are as much a part of you has your own soul. their place in your heart is tender; a bruise of longing, a pulse of unfinished business.
Look at the facts, look at the circumstances if you choose to have an open mind and understand and care deeply about the safety of children in this country in schools.Schools are a weak spot. Bad guys know that they are gun-free zones, because they prey on it. So why can't we be honest about what's going on and do something to help save kids, whether it's having teachers that are trained and carry weapons, dogs in the classrooms, like canines for cops?I think it's very good.
The more I read, the less I admire modern theology. the more I study the productions of the new schools of theological teachers, the more I marvel that men and women can be satisfied with such writings. There is a vagueness, a mistiness, a shallowness, an indistinctness, a superficiality, an aimlessness, a hollowness about the literature of the 'broader and kinder systems', as they are called, which to my mind stamps their origin on their face. They are of the earth, earthy.
We had enough years in front of us to be serious and grown-up and respectable. Why rush it? But on the other hand we always complained when teachers and other adults treated us as kids. In fact there was nothing that annoyed me more. So it was a frustrating situation. What we needed was a two-sided badge that said 'Mature' on one side and 'Childish' on the other. Then at any moment we could turn it to whatever side we felt like being and the adults could treat us accordingly.
I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why.
I knew Pluto was popular among elementary schoolkids, but I had no idea they would mobilize into a 'Save Pluto' campaign. I now have a drawer full of hate letters from hundreds of elementary schoolchildren (with supportive cover letters from their science teachers) pleading with me to reverse my stance on Pluto. The file includes a photograph of the entire third grade of a school posing on their front steps and holding up a banner proclaiming, 'Dr. Tyson - Pluto is a Planet!'
I think the biggest misconception about mathematics is that everybody has to learn it. That seems to be a complete mistake. All the time worrying about pushing the children and getting them to be mathematically literate and all that stuff. It's terribly hard on the kids. It's also hard on the teachers. And I think it's totally useless. To me, mathematics is like playing the violin. Some people can do it - others can't. If you don't have it, then there's no point in pretending.
You say you are a nameless man. You are not to your wife and to your child. You will not long remain so to your immediate colleagues if you can answer their simple questions when they come into your office. You are not nameless to me. Do not remain nameless to yourself — it is too sad a way to be. Know your place in the world and evaluate yourself fairly, not in terms of the naïve ideals of your own youth, nor in terms of what you erroneously imagine your teacher's ideals are.
When a bachelor of philosophy from the Antilles refuses to apply for certification as a teacher on the grounds of his color I say that philosophy has never saved anyone. When someone else strives and strains to prove to me that black men are as intelligent as white men I say that intelligence has never saved anyone: and that is true, for, if philosophy and intelligence are invoked to proclaim the equality of men, they have also been employed to justify the extermination of men.
We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.
We fear discovering that we are more than we think we are. More than our parents/children/teachers think we are. We fear that we actually possess the talent that our still, small voice tells us. That we actually have the guts, the perseverance, the capacity. We fear that we truly can steer our ship, plant our flag, reach our Promised Land. We fear this because, if it’s true, then we become estranged from all we know. We pass through a membrane. We become monsters and monstrous.
Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other's participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.
Any piece of knowledge which the pupil has himself acquired- any problem which he has himself solved, becomes, by virtue of the conquest, much more thoroughly his than it could else be. The preliminary activity of mind which his success implies, the concentration of thought necessary to it, and the excitement consequent on his triumph, conspire to register the facts in his memory in a way that no mere information heard from a teacher, or read in a schoolbook, can be registered.
I often hear that it's unfair that athletes should make what they make versus teachers, because who's more important. But that's not how the market works. Markets don't sign things. You know what you're worth is what somebody will pay you. It's not some arbitrary - the purpose of a company is not to create jobs and health care. That's not why they exist. And it's not to create fairness or any of that. That's not why people form businesses and try to sell a service or a product.
P.S. Nothing personal, but I think this journal assignment is a waste of time. I know I have to do something to make up for all the work I'm missing at school, but I HATE busywork. And that's what this journal thing is. Half the teachers at school assign work they never read. When we get stupid assignments like that, I always write somewhere on my paper "blah blah blah" or "I bet you're not even reading this," are you? or "Give me a sign if you're reading this." They never are.
An understandable hunger for potential clients tempts many [career counseling therapists] to overpromise, like creative writing teachers who, out of greed or sentimentality, sometimes imply that all of their students could one day produce worthwhile literature, rather than frankly acknowledging the troubling truth, anathema to a democratic society, that the great writer, like the contented worker, remains an erratic and anomalous event, immune to the methods of factory farming.
If we're open to it, God can use even the smallest thing to change our lives... to change us. It might be a laughing child, car brakes that need fixing, a sale on pot roast, a cloudless sky, a trip to the woods to cut down a Christmas tree, a school teacher, a Dunhill Billiard pipe...or even a pair of shoes. Some people will never believe. They may feel that such things are too trivial, too simple, or too insignificant to forever change a life. But I believe. And I always will.
For me, to represent people who represent the future of Canada and the great challenges we will face over the coming decades - this is where I wanted to start. I'm a teacher; I'm a convenor; I'm a gatherer; I'm someone who reaches out to people and is deeply interested in what they have to say. And people see that I'm not faking it. I'm actually genuinely committed to this dialogue that we're opening up, and this understanding that needs to happen in order to be an effective MP.
I went to school to play sports, but I got involved in theatre in college kind of by mistake. I ended up taking an acting class almost just to get rid of an arts requirement, but I wound up in this wonderful acting class with this teacher named Alma Becker who really saved my life. I was just kind of this knucklehead kid from DC and I was in and out of trouble all of the time. I took a theatre class and she really discovered something in me and I absolutely fell in love with it.
There was one moment, and it happened in school. I had a big final exam - we were supposed to write a 20-page report on this book about Houdini. I probably would have loved reading it, but I didn't, so I just decided to make a little super-8 movie based on it. I tied myself to the railroad tracks and all that. I mean, this is kid stuff, but it impressed the teacher, and I got an A. And that was maybe my first turning point, when I said, 'Yeah, I wouldn't mind being a filmmaker.'