Outstanding Teacher Quotes

Be a great student of life, so you can be an outstanding teacher of living.

To quote the exceptional teacher Marva Collins, "I will is more important than IQ." It is wonderful to have a terrific mind, but it's been my experience that having outstanding intelligence is a very small part of the total package that leads to success and happiness. Discipline, hard work, perserverance, and generosity of spirit are, in the final analysis, far more important.

If you had to spend every second, of every day, of every year of your life with someone, would you do whatever it took to love that person? Would you be a best friend, a teacher, coach and mentor? Would you do whatever it takes to treat that person with respect? Well guess what? That someone is you! Who deserves the best more than you do? Think about it and have an outstanding day…!

I knew I was putting you under immense pressure when I rejected your work the other day. I set an impossible deadline - yet you have met it with work that I can only call outstanding. As your teacher, I had to push you to your limits so that you could recognize your own true potential.

American attitudes toward teachers are frankly incoherent. We want outstanding people to enter the field but provide little incentive to do so. We expect teachers to be able to educate every child, including one for whom the obstacles to learning originate outside the school. They should be able to do this without adequate training, having figured it out on their own.

History belongs, above all, to the active and powerful man, the man who fights one great battle, who needs the exemplary men, teachers, and comforters and cannot find them among his contemporary companions. Thus, history belongs to Schiller: for our age is so bad, said Goethe, that the poet no longer encounters any useful nature in the human life surrounding him. Looking back to the active men, Polybius calls political history an example of the right preparation for ruling a state and the most outstanding teacher, something which, through the memory of other people's accidents, advises us to bear with resolution the changes in our happiness. Anyone who has learned to recognize the sense of history in this way must get annoyed to see inquisitive travellers or painstaking micrologists climbing all over the pyramids of the great things of the past. There, in the place where he finds the stimulation to breath deeply and to make things better, he does not wish to come across an idler who strolls around, greedy for distraction or stimulation, as among the accumulated art treasures of a gallery. In order not to despair and feel disgust in the midst of weak and hopeless idlers, surrounded by apparently active, but really only agitated and fidgeting companions, the active man looks behind him and interrupts the path to his goal to take a momentary deep breath. His purpose is some happiness or other, perhaps not his own, often that of a people or of humanity collectively. He runs back away from resignation and uses history as a way of fighting resignation. For the most part, no reward beckons him on, other than fame, that is, becoming a candidate for an honoured place in the temple of history, where he himself can be, in his turn, a teacher, consoler, and advisor for those who come later.

History belongs, above all, to the active and powerful man, the one who fights a great battle, who needs the exemplary men, teachers, and comforters and cannot find them among his contemporary companions. That is the way history belonged to Schiller: for our age is so bad, said Goethe, that the poet no longer encounters any useful nature in the human life surrounding him. In considering the active men, Polybius, for example, calls political history the right preparation for ruling a state and the most outstanding teacher, something which, through the memory of other people’s accidents, advises us to bear changes in fortune with resolution.

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

Jesus was not offering a teaching that could be compared with that of other teachers—though his teaching, as it stands, is truly remarkable. He was not offering a moral example, though if we want such a thing he remains outstanding. He was claiming to do things through which the world would be healed, transformed, rescued, and renewed. He was, in short, announcing good news, for Israel and the whole world.

August Murder creates a fast-paced thriller about terrorism, murder, politics, and one man who doesn't believe the report of events surrounding his son's death in Puerto Rico, and who assembles a posse of lawyers and investigators to uncover the truth. The focus on political investigations and a web of intrigue and conspiracy, combined with a heavy dose of Puerto Rican politics and cultural insights, lends to a creation which serves to both entertain and enlighten. It takes a talented hand to wind nonfiction facts into a fictional mystery, grapple with a myriad of characters which prove compelling and recognizable in their own rights through the story line, and maintain a flow of action and drama that easily holds reader attention. August Mystery succeeds in all these aspects, and is a compelling saga of conflicting evidence and motivations for murder, crafting an especially astute eye to capturing Puerto Rican daily lives and experiences: "Mr. Miller, policemen in Puerto Rico don’t make a lot of money. The average salary for a police officer is around $30,000, about the same as the average salary for a teacher. For that kind of money, they risk their lives in dangerous places. They have to deal with young delinquents in the projects who may make $30,000 in one week, and who are much better armed than any policeman. It’s amazing that more of them are not taking money to look the other way or do worse." T. Miranda's ability to enlighten readers about the underlying culture, social issues, and political pressures in Puerto Rico contributes to an outstanding thriller especially recommended for modern readers who would gain a sense of the island's processes and peoples. D. Donovan, Senior Editor, Midwest Book Review

Paris became the center for twelfth-century philosophy because of the decision to allow any qualified master to set up a school there, on payment of a fee to the cathedral authorities.4 By the 1130s, as John of Salisbury’s account of his education there shows (Metalogicon II.10), the student could choose among a great variety of masters – rather than being constrained to a single one, however illustrious – and the work of each teacher was stimulated by contact and competition with the others. Outstanding thinkers of the 1130s and 40s, such as Peter Abaelard, Alberic of Paris, and Gilbert of Poitiers explicitly or implicitly adapt and criticize the others’ logical and metaphysical ideas.

A teacher by profession, [a much-decorated Bomber Command pilot] thought nothing of the war for years afterwards. Then a younger generation of his colleagues began to ask with repetitive, inquisitive distaste: ‘How could you have done it? How could you have flown over Germany night after night to bomb women and children?’ He began to brood more and more deeply about his past. He changed his job and started to teach mentally-handicapped children, which he saw as a kind of restitution. Yet still, more than thirty years after, his memories of the war haunt him. It is wrong that it should be so. He was a brave man who achieved an outstanding record in the RAF. The aircrew of Bomber Command went out to do what they were told had to be done for the survival of Britain and for Allied victory.

Admittedly, the enemies often come from within. The greatest teacher is often meant with too much competition and opposition from their own outstanding students.

Sometimes I feel compelled to do something, but I can only guess later why it needed to done, and I question whether I am drawing connections where none really exist. Other times I see an event – in a dream or in a flash of “knowing” – and I feel compelled to work toward changing the outcome (if it’s a negative event) or ensuring it (when the event is positive). At the times I am able to work toward changing or ensuring the predicted event, sometimes this seems to make a difference, and sometimes it doesn’t seem to matter. Finally, and most often, throughout my life I have known mundane information before I should have known it. For example, one of my favourite games in school was to guess what numbers my math teacher would use to demonstrate a concept, or to guess the words on a vocabulary test before the test was given. I noticed I was not correct all the time, but I was correct enough to keep playing the game. Perhaps partially because of the usefulness of this mundane skill, I was an outstanding student, getting straight As and graduating from college with highest honours in neuroscience and a minor in computer science. I was a modest drinker even in college, but I found I could ace tests when I was hungover after a night of indulgence. Sometimes I think I even did better the less I paid attention to the test and the more I felt sick or spacey. It was like my unconscious mind could take over and put the correct information onto the page without interruption from my overly analytical conscious mind. At graduate school in neuroscience, I focused on trying to understand human experience by studying how the brain processes pain and stress. I wanted to know the answer to the question: what’s going on inside people’s heads when we suffer? Later, as I finished my PhD in psychoacoustics, which is all about the psychology of sound, I became fascinated with timing. How do we figure out the order of sounds, even when some sounds take longer to process than others? How can drummers learn to decode time differences of 1/1,000 of a second, when most people just can’t hear those kinds of subtle time differences? At this point, I was using my premonitions as just one of the tools in my day-to-day toolkit, but I wasn’t thinking about them scientifically. At least not consciously. Sure, every so often I’d dream of the slides that would be used by one of my professors the next day in class. Or I’d realize that the data I was recording in my experiments followed the curve of an equation I’d dreamed about a year before. But I thought that was just my quirky way of doing things – it was just my good student’s intuition and it didn’t have anything to do with my research interests or my life’s work. What was my life’s work again?

Throughout his career, Roger Kavigan has received numerous awards and accolades for his work as a teacher. He has been named Teacher of the Month for twelve different months and has won the state WHO award for his outstanding work with the California Teachers Association. Roger Kavigan holds a single subject credential for Social Science and is SB 395 compliant. Roger Kavigan aspires to enroll in a master's program and expand his child development and teaching expertise.

The Artist's Drawing Book by Katy Lipscomb and Tyler Fisher is filled with numerous art lessons for beginner artists. A self-motivated individual will likely find this an appealing way to learn art, though I think teachers might consider this useful in middle and high school classrooms as well. Seventeen different lessons are presented in this book, and each one builds on the other, helping to lay a strong art foundation. You could buy different art books that may have some or most of these lessons, though I’ve not seen any that provide the sort of succinct and precise approach that this one does. Each lesson is carefully thought out and needs to be practiced by the reader. The text is packed to the brim with information essential to succeed in art. That’s what makes this book so valuable. The lessons are intended to be learned by the budding artist, and so some may take days (or longer) to complete until the user masters the skill. The important thing is not to be in a hurry while working your way through this book. You might want to buy a sketchbook to go along with this, so you can keep your artwork in one place. You might also want to purchase a copy of this book for a friend, so you can practice your art skills together. After teaching art in school for 16 years (grades K-12), I fully understand how The Artist's Drawing Book by Katy Lipscomb and Tyler Fisher is an essential tool for those beginning in art. If you are serious about learning this fascinating subject, then this book is for you. This is an outstanding piece of work.

What I am saying – rightly , I think – is that no matter how good teaching and learning is now, it can always get better with deliberate practice. After all, even the best teachers can get better and they can help their colleagues to get better too.

And, more damningly, students taught by the least effective teacher in that group of fifty teachers will take two years to achieve the same amount of learning.

But if I were to define – in just three short words – the “spark” that makes some teachers outstanding, it would be as follows: know your students.

Bomber Command was very well served by its aircrew, and with a few exceptions very badly served by its senior officers, in the Second World War.The gulf between the realities in the sky and the rural routine of headquarters was too great for most of the staff to bridge...senior officers were unwilling to face unacceptable realities...Surviving aircrew often feel deeply betrayed by criticism of the strategic air offensive.It is disgraceful that they were never awarded a Campaign Medal after surviving the extraordinary battle that they fought for so long against such odds,and in which so many of them died.One night after I visited a much-decorated pilot in the north of England in the course of writing this book, he rove me to the station...A teacher by profession, he thought nothing of the war for years afterwards.Then a younger generation of his colleagues began to ask with repetitive, inquisitive distaste:'...How could you have flown over Germany night after night to bomb women and children?'...more than thirty years after, his memories of war haunt him.It is wrong that it should be so.He was a brave man who achieved an outstanding record in the RAF.The aircrew...went out to do what they were told had to be done for the survival of Britain and for Allied victory.Historic judgements on the bomber offensive can do nothing to mar the honor of such an epitaph.

While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person. In previous epochs of our own culture, or in China and India, the man most highly valued was the person with outstanding spiritual qualities. Even the teacher was not only, or even primarily, a source of information, but his function was to convey certain human attitudes. In contemporary capitalistic society -and the same holds true for Russian Communism- the men suggested for admiration and emulation are everything but bearers of significant spiritual qualities. Those are essentially in the public eye who give the average man a sense of vicarious satisfaction. Movie stars, radio entertainers, columnists, important business or government figures -these are the models for emulation. Their main qualification for this function is often that they have succeeded in making the news. Yet, the situation does not seem to be altogether hopeless. If one considers the fact that a man like Albert Schweitzer could become famous in the United States, if one visualizes the many possibilities to make our youth familiar with living and historical personalities who show what human beings can achieve as human beings, and not as entertainers (in the broad sense of the word), if one thinks of the great works of literature and art of all ages, there seems to be a chance of creating a vision of good human functioning, and hence of sensitivity to malfunctioning. If we should not succeed in keeping alive a vision of mature life, then indeed we are confronted with the probability that our whole cultural tradition will break down. This tradition is not primarily based on the transmission of certain kinds of knowledge, but of certain kinds of human traits. If the coming generations will not see these traits any more, a five-thousand-year-old culture will break down, even if its knowledge is transmitted and further developed.

Society did what it could, through its educational system, to turn me into a human being. Did I resist? Not much as an individual — more as a member of the student body. On this subject the most outstanding writers of the world have said things that cannot be surpassed. They have shown school as a complex game, a battle of opposing interests, where the teacher, representing authority and power, attempts to pack the maximum information into the students' heads, while the students, by nature the weaker side, do their best to avoid that information.

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This teacher was kind and well-intentioned, but I wonder whether students like the young safety officer would be better off if we appreciated that not everyone aspires to be a leader in the conventional sense of the word—that some people wish to fit harmoniously into the group, and others to be independent of it. Often the most highly creative people are in the latter category. As Janet Farrall and Leonie Kronborg write in Leadership Development for the Gifted and Talented: while extroverts tend to attain leadership in public domains, introverts tend to attain leadership in theoretical and aesthetic fields. Outstanding introverted leaders, such as Charles Darwin, Marie Curie, Patrick White and Arthur Boyd, who have created either new fields of thought or rearranged existing knowledge, have spent long periods of their lives in solitude. Hence leadership does not only apply in social situations, but also occurs in more solitary situations such as developing new techniques in the arts, creating new philosophies, writing profound books and making scientific breakthroughs.

How did he do it? First of all, with the help of an outstanding teacher and librarian named Alcuin of York, he collected books and had them copied. People don’t always realise that only three or four antique manuscripts of the Latin authors are still in existence: our whole knowledge of ancient literature is due to the collecting and copying that began under Charlemagne, and almost any classical text that survived until the eighth century has survived till today.

Miss Mile, you know that this is a home tutoring request, right? You won’t be the student, but the teacher.” “Of course!” Mile was indignant. “B-but, this is for a scholarship exam for the August Academy… um, the August Academy is a private school here in the capital, for wealthy commoners and poor—um, nobles who don’t have very much room in their budgets. It’s an all-girls school. The entrance exam is a written test and a magic practicum. The physical and combat exams are just a practical assessment, so…” “Wh-what are you implying?! I was an outstanding pupil at the academy in my home country!” “Huh?” “Whaaaaaaaaat????” Upon overhearing that Mile was trying to take yet another strange job, the other hunters all butted in at once. “And just what barbaric country was that?!?!?!?!” “What on earth do you think is wrong with me?!?!

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

Many such top performers overcame their average—or even below-average—intellects and nonexistent aptitudes to develop outstanding abilities in disciplines such as chess, music, business, and medicine. Examples of such remarkable transformations abound throughout history. Henry Ford failed in business several times and was flat broke five times before he founded the Ford Motor Company. In his youth, Thomas Edison’s teachers told him he was “too stupid to learn anything.” Beethoven was so awkward on the violin that his teachers believed him hopeless as a composer.