Concrete Math For Teachers Quotes & Sayings

On the day of the show, I sit down with someone that speaks very good English and someone who speaks the local language very well and work out what I'm going to say. — Phil Collins

You told me I was the best sex you'd ever had in your life ... You couldn't get enough ... At one point you were so loud I thought sure hotel security was going to beat down the door. — Rachel Gibson

Years passed; and he endured the idleness of his intelligence and the inertia of his heart. — Gustave Flaubert

Motivation and inspiration energize people, not by pushing them in the right direction as control mechanisms do but by satisfying basic human needs for achievement, a sense of belonging, recognition, self-esteem, a feeling of control over one's life, and the ability to live up to one's ideals. Such feelings touch us deeply and elicit a powerful response. — John P. Kotter

The curve of my waist in a tight fitting summer dress can really make me new friends. — Sara Sheridan

The fact is that in a way, journalists become a kind of default in the system when you don't have substantive two-party back-and-forth inside of the government. — Ron Suskind

I'm pretty catholic about what constitutes science fiction. — Frederik Pohl

When you are a rock star in front of 20,000 people, you receive instant gratification. A rock star on tour is a king in his domain. — Gene Simmons

Humiliation and gratitude are the proper fruits of mercies received: I say, humiliation first, and then gratitude. This is not the order in which these feelings arise in the mind of a philosopher: but it is the order in which they rise in the heart of a Christian: a sense of unworthiness abases his soul in the dust, and enhances, beyond all expression, the favours conferred upon him. We appeal to every spiritual person for the truth of this: and we call on every one, whatever be the mercies he has received, to express his sense of them in this way. — Anonymous

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas. — Martha Boles