teacher

There is no greater teacher of morals than love itself, for the first lessonthat one learns from love is: I am not, you are….When the thought of self is removed then every action, every deed that one performs in life,becomes a virtue.

Rabbi Elazar ben Shammua used to say: “Let the honor of your student be as precious to you as your own; and the honor of your colleague as the respect due your teacher; and the respect towards your teacher as your reverence for G-d.”

Joshua ben Perachyah said: “Provide for yourself a teacher and get yourself a friend; and judge every man towards merit.”

Hillel taught: “A person who is [too] shy [to ask questions] will never learn, and a teacher who is too strict cannot teach . . . and in a place where there are no men, strive to be a man.”

Rabban Gamaliel said: “Provide yourself with a teacher and remove yourself from doubt, and do not accustom yourself to give tithes by estimation.”

I contemplate the sort of friend, the sort of man I am now without. He completed his sixty-seventh year, a reasonable age for the sturdiest of us; I acknowledge that. He escaped from an interminable illness; I acknowledge that. He died with his dear ones surviving him, and at a time of prosperity for the state, which was dearer to him than all else; that too I acknowledge. Yet I lament his death as though he were young and in glowing health. I lament it—you can consider me a weakling in this—on my own account, for I have lost the witness, guardian and teacher of my life.

The seeds of the Argument Culture can be found our classrooms, where a teacher will introduce an article or an idea... up debates where people learn not to listen to each other because they're so busy trying to win the debate.

The standards and accountability movement has grown dramatically over the last decade. The No Child Left Behind Act became law, and it has laid bare the problems in many of our poorest, worst-performing schools. We can no longer say that we didn't know that these schools were failing some of our most vulnerable kids. To improve the quality of education, we need to improve instruction in the classroom. Nationwide, two million teachers will leave teaching over the next decade. NYC already loses 30% more math teachers and 22% more science teachers than it certifies every year. IN 2001, I proposed the National Teacher Corps, which brings teachers into the classroom, and a new initiative that would provide more schools with strong principals. Both became law.

Love is a better teacher than duty.

THE lessons of fear which the child receives from its parents are intensified by the methods employed at the school in which he receives his education and life-training. We glory in the fact that we have made great strides in the science of education, that we are more practical in the choice of subjects for study, that we have a deeper insight into the soul of the child. And yet, in our method of imparting knowledge and in the relations between teacher and pupil, we can boast of but little progress. We still look upon the child as a more or less unwilling receptacle that must be stuffed with learning. The teacher is still a being to be feared, the school room still a prison house, and learning a punishment. Our system of education is still based on reward and punishment. A high mark is still the encouragement for zeal in study, while the backward student is haunted by the prospect of a low grade. The child, under present methods, prepares his lessons either in order to gain the reward of a high mark, or for fear of the contempt and humiliation that accompanies a low grade. In other words, he works not because of the intrinsic interest of his work but in the hope of reward or in the fear of punishment. The first motive breeds the harmful spirit of competition in the young mind.

Another friend began to say, "Well, Quentin has a problem of adjusting himself to society and he..." This sentence was never finished. The ballet teacher expostulated, "I don't agree. Quentin does exactly as he pleases. The rest of us have to adapt ourselves to him."

It is worthwhile too to warn the teacher that undue severity in correcting faults is liable at times to discourage a boy's mind from effort.

The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fields for society. Such a school demands from the teacher that he be a kind of artist in his province.

Conceptions of Godliness are only possible to grasp through many constrictions. Therefore a person should search very much for a proper teacher who is able to explain things and make these lofty concepts understandable, for this a person needs a tremendously great teacher who is able to explain such lofty concepts on a simple level enabling small-minded people to understand. The smaller a person is and the further away from Hashem he is, the greater teacher he must find, just as the sicker a person is the greater doctor he needs. Much prayer is needed to find a teacher like this, but one must never lose resolve and settle for mediocrity.

Happy the pupil whose teacher approves his words.

The best preacher is the heart; the best teacher is time; the best book is the world; the best friend is God.

From a good teacher you may learn the secret of listening. You will never learn the secret of life. You will have to listen for yourself

Your best teacher is your last mistake.

We ought to reverence books; to look on them as useful and mighty things. If they are good and true, whether they are about religion, politics, farming, trade, law, or medicine, they are the message of Christ, the maker of all things -- the teacher of all truth.

Every real teacher is myself in disguise.