Learning By Teaching Quotes & Sayings

This blindness is a result of the broken balance of learning. People who are hooked on teaching are conditioned to be customers for everything else. They see their own personal growth as an accumulation of institutional outputs, and prefer what institutions make over what they themselves can do. They repress the ability to discover reality by their own lights. The skewed balance of learning explains why the radical monopoly of commodities has become imperceptible. It does not explain why people feel impotent to correct those profound disorders which they do perceive. — Ivan Illich

Befuddlement is a healthy part of the learning process. When students approach a problem and don't know how to do it, they'll often decide they're no good at the subject. Brighter students, in particular, can have difficulty in this way - their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you've figured out what's confusing, you're likely to have answered the question yourself!" - Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota — Barbara Oakley

Real education happens only by failing, changing, challenging, and adjusting. All of those gerunds apply to teachers as well as students. No person is an "educator," because education is not something one person does to another. Education is an imprecise process, a dance, and a collaborative experience. — Siva Vaidhyanathan

I have enjoyed teaching most of the times that I have done it. I also like being by myself and making things and performing, so much that if I hadn't needed an income I probably wouldn't have done much teaching. Having said that, I think working with others, having to come up with art projects, and learning how to present your ideas in a clear way, to adults and/or kids is always interesting and rewarding. — Ed Askew

We disagree with the assertion that great teachers can be replaced by online alternatives. The futuristic claim that technology will triumph over teachers ignores all the social and relational dimensions of teaching and learning. — Andy Hargreaves

Sometimes the best way to learn a lesson isn't just hearing the words, but putting it into practice by experimenting with it and finding its truth for yourself instead of taking someone else's word for it. — A.J. Darkholme

School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25) — Donovan L. Graham

Bear in mind that brains and learning, like muscle and physical skill, are articles of commerce. They are bought and sold. You can hire them by the year or by the hour. The only thing in the world not for sale is character. — Antonin Scalia

Education delivered by a strict councellor, and recieved with great pains would never brighten the future of any student. — Michael Bassey Johnson

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching. — John Taylor Gatto

When a man asks himself what is meant by action he proves he isn't a man of action. — Georges Clemenceau

That which triggers understanding often is found by bringing misunderstanding to the light. — Dane R. Pascoe

Children are good learners. The first learn to act what they hear and see. — Lailah Gifty Akita

Witchcraft isn't about picking up a book, and asking forgiveness.. or learning about spirituality through the words of others. What you learn from those books are the opinions of other people, and not your own. If this is what you believe then you are not an individual. Witchcraft is about accepting that YOU are responsible for the choices that YOU have made, and YOU teaching YOURSELF to make the right choices. Its about learning through YOUR OWN opinions, YOUR OWN life lessons, YOUR OWN inner self, and by doing so.. BECOME an individual. — Carla VanKoughnett

But complex animals had obtained their adaptive flexibility at some cost
they had traded one dependency for another. It was no longer necessary to change their bodies to adapt, because now their adaptation was behavior, socially determined. That behavior required learning. In a sense, among higher animals adaptive fitness was no longer transmitted to the next generation by DNA at all. It was now carried by teaching. — Michael Crichton

DYING IS NOT HOT
By Celia the Dark

Cool is no longer cool because cool is now hot,
and school isn't school if you are skipping.
Then the neighborhood is school and John,
the creepy dropout guy is teaching.

And it isn't cool because the cool kids stay in school,
where the other cool kids tell them them how hot they are
and they wouldn't want to miss a dance for cutting.

Kids who skip school were never cool or hot but
already dumped into the trashcan with leftover lunch pizza,
bruised into a locker, asking their parents for extra lunch money
so they can smoke and act like they never cared anyway.

And skipping school's not cool but it is school
because that's where they learn what the uncool learn
about life and dying. — Karen Finneyfrock

The teaching which is written on paper is not the true teaching. Written teaching is a kind of food for your brain. Of course it is necessary to take some food for your brain, but it is more important to be yourself by practicing the right way of life. — Shunryu Suzuki

I'm taking drama classes, they say I'm a natural actress. I think it's just because I talk a lot. I'm also learning how to play guitar and piano. Piano is really hard though. My dad is teaching me and I just get so confused because the chords are so different, but by learning I hope to be able to be a songwriter as well. — Lindsay Pagano

There's no winning or losing in this game, only playing, endless playing, you want your adversary to be strong not weak, smart not dumb, you're delighted to trick him and delighted to be tricked by him, boy learns from girl, white learns from black, old learns from young, the teaching is the doing is the beauty is the grace is the humor, endlessly you go on learning, smiling, moving, feinting, never missing a beat. Gingare, the dance of life: the controlled, prolonged, sustained, ineffable excitement of capoeira is like an endless climax. — Nancy Huston

One of my signature strengths is the love of learning, and by teaching, I have built it into the fabric of my life. I try to do some of it every day. — Martin Seligman

When I was younger, I thought my task was to forge ahead and succeed as an individual. But growing older has helped me realize that our success lies in our relationships - with the family we are born into, the friends we make, the people we fall in love with, and the children we have. Sometimes we struggle, sometimes we adapt, and at other times we set a course for others to follow. We are all leaders and followers in our lives. We are constantly learning from and teaching one another. We learn, too, that the most important work is not done by those who seem the most important, but by those who care the most. — Caroline Kennedy

Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation. — Ivan Illich

What I call my philosophy of teaching is in fact a philosophy of learning. It comes out of Plato, modified. Before true learning can occur, I believe, there must be in the student's heart a certain yearning for the truth, a certain fire. The true student burns to know. In the teacher she recognizes, or apprehends, the one who has come closer than herself to the truth. So much does she desire the truth embodied in the teacher that she is prepared to burn her old self up to attain it. For his part, the teacher recognizes and encourages the fire in the student, and responds to it by burning with an intenser light. Thus together the two of them rise to a higher realm. So to speak. — J.M. Coetzee

Learning by doing, peer-to-peer teaching, and computer simulation are all part of the same equation. — Nicholas Negroponte

You say: "There are persons who lack education" and you turn to the law. But the law is not, in itself, a torch of learning which shines its light abroad. The law extends over a society where some persons have knowledge and others do not; where some citizens need to learn, and others can teach. In this matter of education, the law has only two alternatives: It can permit this transaction of teaching-and-learning to operate freely and without the use of force, or it can force human wills in this matter by taking from some of them enough to pay the teachers who are appointed by government to instruct others, without charge. But in the second case, the law commits legal plunder by violating liberty and property. — Frederic Bastiat

...No one teaches well unless he has first learned well; no one learns well unless he learns in order to teach. And both learning and teaching are vain and unprofitable unless accompanied by practice. — Herman Witsius

For all the time schools devote to the teaching of mathematics, very little (if any) is spent trying to convey just what the subject is about. Instead, the focus is on learning and applying various procedures to solve math problems. That's a bit like explaining soccer by saying it is executing a series of maneuvers to get the ball into the goal. Both accurately describe various key features, but they miss the what and the why of the big picture. — Keith Devlin

One night I begged Robin, a scientist by training, to watch Arthur Miller's 'Death of a Salesman' with me on PBS. He lasted about one act, then turned to me in horror: 'This is how you spend your days? Thinking about things like this?' I was ashamed. I could have been learning about string theory or how flowers pollinate themselves.
I think his remark was the beginning of my crisis of faith. Like so many of my generation in graduate school, I had turned to literature as a kind of substitute for formal religion, which no longer fed my soul, or for therapy, which I could not afford ... I became interested in exploring the theory of nonfiction and in writing memoir, a genre that gives us access to that lost Middlemarch of reflection and social commentary. — Mary Rose O'Reilley

While a significant part of learning certain comes from teaching - but good teaching and by good teachers - a major measure comes from exploration, from reinventing the wheel and finding out for oneself. — Nicholas Negroponte

HE is a Master who may teach without it being totally labelled teaching; HE is a student who can learn without being obsessed by learning. — Idries Shah

Do not fear adversity. Remember, a kite rises against the wind rather than with it. People are not willing to take risks when they feel afraid or threatened. But if you manage people by love-that is, if you show them respect and trust-they start to perform up to their real capabilities. — Jan Carlzon

Without even trying to be a teacher,
Fredrika is teaching us,
Showing us how to see things in new ways
Instead of always thinking
The same old thoughts
That have been passed along by strangers
Day after day, year after year
Without any spirit of amazement
Or wonder, — Margarita Engle

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant. — Russell L. Ackoff

That assumption - that labeling and sorting children based on gender doesn't really matter as long as everyone is treated fairly - would hold true if children only paid attention to the more overt, obvious messages we adults send. If children only listened to our purposeful messages, parenting would be easy. Most (but not all) parents and teachers take great effort in treating their children fairly, regardless of gender. Parents don't need to say to their daughters, "You probably won't enjoy math" or say to their sons, "Real boys don't play with dolls." Most parents wouldn't dream of saying these blatant stereotypes to their kids. But research has shown that when we label (and sort and color-code) by gender, children do notice. And it matters - children are learning whether you mean to be teaching them or not. — Christia Spears Brown

produced a race of heroes, so not less surely did the growth of luxury and absolutism, assisted by the narrow-mindedness of a dynasty of bigots, lose for Portugal the lofty place which her heroes had won for her. These are things well worth pondering upon and lessons well worth learning, for the great value of the study of history is in teaching such truths as these - truths which are eternal, while nations wax and wane. The — H. Morse Stephens

Most Christian teachers would profess to believe that their students are made in the image of God. . .Classroom practices, however, often reveal that students are not treated accordingly. They are not challenged to think through issues and carefully examine the various positions relevant to the issue. Instead they are simply given information as correct answers to be remembered and reproduced on a test or in some other written form. Rather than create an art project that reveals something about the way they view the world, they are given specific instructions for completing each step of the project and criticized, for example, if the trees are not green. While verbally teaching Johnny that he is an important person, a teacher may employ a learning model or classroom discipline system that clearly treats him as on object to be shaped and controlled by a system. . . (p18) — Donovan L. Graham

It was these Prussian schools that introduced many of the features we now take for granted. There was teaching by year group rather than by ability, which made sense if the aim was to produce military recruits rather than rounded citizens. There was formal pedagogy, in which children sat at rows of desks in front of standing teachers, rather than, say, walking around together in the ancient Greek fashion. There was the set school day, punctuated by the ringing of bells. There was a predetermined syllabus, rather than open-ended learning. There was the habit of doing several subjects in one day, rather than sticking to one subject for more than a day. These features make sense, argues Davies, if you wish to mould people into suitable recruits for a conscript army to fight Napoleon. — Matt Ridley

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about 'making students happy' or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective. — Adam Fletcher

My body has taught me many things, all of them filled with soul: how to dance and make love, mourn and make music; now it is teaching me how to heal. I am learning to heed the shifting currents of my body-the subtle changes in temperature, muscle tension, thought and mood-the way a sailor rides the wind by reading the ripples on the water. — Kat Duff

Life is a series of lessons in which there is never enough learned. — Diamond Ryan

One speaks in one way of the truth, in another way the truth interprets itself. The guessing at truth is one thing, and truth itself is another. Resemblance is one thing, the thing itself is another. And the one results from learning and practice, the other from power and faith. For the teaching of piety is a gift, but faith is grace. For by doing the will of God we know the will of God. — Clement Of Alexandria

In all the works on pedagogy that ever I read - and they have been many, big, and heavy - I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience. — Charles Sanders Peirce

Probably the most dangerous thing about an academic education, at least in my own case, is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what's going on in front of me. Instead of paying attention to what's going on inside of me. As I'm sure you guys know by now, it is extremely difficult to stay alert and attentive instead of getting hypnotized by the constant monologue inside your head. What you don't yet know are the stakes of this struggle. In the twenty years since my own graduation, I have come gradually to understand these stakes, and to see that the liberal arts cliche about "teaching you how to think" was actually shorthand for a very deep and important truth. "Learning how to think" really means learning how to exercise some control over how and what you think. — David Foster Wallace

You learn a lot by reading and even more by sharing. — Andrew-Knox B Kaniki

As the innocent infant relies upon the mother for sustenance, so the innocent wanderer, following his native compassion and bliss, relies upon the natural intelligence of life to sustain him. There are various Ways. There is the Way of salvation by the law of Buddha, the Way of Confucius governing the Way of learning, the Way of healing as a doctor, as a poet teaching the Way of Waka, tea, archery, and many arts and skills. Each man practices as he feels inclined. — Miyamoto Musashi

Do not train children to learning by force and harshness, but direct them to it by what amuses their minds. — Plato

At one time in my infancy I also knew no Latin, and yet by listening I learnt it with no fear or pain at all, from my nurses caressing me, from people laughing over jokes, and from those who played games and were enjoying them. I learnt Latin without the threat of punishment from anyone forcing me to learn it. My own heart constrained me to bring its concepts to birth, which I could not have done unless I had learnt some words, not from formal teaching but by listening to people talking; and they in turn were the audience for my thoughts. This experience sufficiently illuminates the truth that free curiosity has greater power to stimulate learning than rigorous coercion. — Augustine Of Hippo

Effective Peer Coaches emphasize inquiry over advocacy. Too much advocacy can produce learned helplessness. Inquiry builds capacity to improve teaching and learning by helping teachers to be more effective at designing and implementing learning activities that meet the needs of their students. — Lester Joseph Foltos

At Eton boys are woken at 5 a.m.; lessons begin at 6 a.m. and go on to 8 p.m. Teaching is generally in Latin and is a matter of learning by rote, — Ian Mortimer

My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself. — George Bernard Shaw

So little by little, with painstaking slowness, I was learning to surf and, even less quickly, learning what it was to love another person. Kim was teaching me that part. Kim demanded to be loved well. She would have nothing less. She would guide me, nudge me, let me flounder, set me back on the right track until I got it. It was astounding. I couldn't believe she loved me so steadily and forgave my lapses and gave me the nod to try again, better. I couldn't believe my great fortune in finding someone willing to go the distance with me, willing to stick around till I got it right. — Peter Heller

Man does not limit himself to seeing; he thinks and insists on learning the meaning of phenomena whose existence has been revealed to him by observation. So he reasons, compares facts, puts questions to them, and by the answers which he extracts, tests one by another. This sort of control, by means of reasoning and facts, is what constitutes experiment, properly speaking; and it is the only process that we have for teaching ourselves about the nature of things outside us. — Claude Bernard

...a school's worth should be measured not by how its students perform on standardized tests but by how well they function as adult graduates of the school... — Terry Roberts

What we need to consider about the computer has nothing to do with its efficiency as a teaching tool. We need to know in what ways it is altering our conception of learning, and how, in conjunction with television, it undermines the old idea of school. Who cares how many boxes of cereal can be sold via television? We need to know if television changes our conception of reality, the relationship of the rich to the poor, the idea of happiness itself. A preacher who confines himself to considering how a medium can increase his audience will miss the significant question: In what sense do new media alter what is meant by religion, by church, even by God? And if the politician cannot think beyond the next election, then we must wonder about what new media do to the idea of political organization and to the conception of citizenship. — Neil Postman

By degrees they spoke of education , and the book-learning that forms one part of it; and the result was that Ruth determined to get up early all throughout the bright summer mornings, to acquire the knowledge hereafter to be give to her child. Her mind was uncultivated, her reading scant; beyond the mere mechanical arts of education she knew nothing; but she had a refined taste, and excellent sense and judgment to separate the true from the false. — Elizabeth Gaskell

The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something. That's the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then - to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn. — T.H. White

To be interested is to be absorbed in, wrapped up in, carried away by, some object. To take an interest is to be on the alert, to care about, to be attentive. — John Dewey

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information. — Martin Heidegger

The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response. — Ian Lamont

My discourse leads to the truth; the mind is great and guided by this teaching is able to arrive at some understanding. When the mind has understood all things and found them to be in harmony with what has been expounded by the teachings, it is faithful and comes to rest in that beautiful faith. — Hermes Trismegistus

The wonderful thing about learning is that you
deprive no one else by taking what you learn. The wonderful thing about teaching is that you don't lose what you give away. Teaching is also the only gift you can give that will live on into eternity. Something you teach becomes another's who teaches it to another and to another, and on and on and on. — Mark Darrah

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several 'live' lectures and this in secondary education alone. These are high ratings! — Robbert Dijkgraaf

The whole story of creation, incarnation and our incorporation into the fellowship of Christ's body tells us that God desires us. ... We are created so that we may be caught up in [the self-giving love of the Trinity]; so that we may grow into the wholehearted love of God by learning that God loves us as God loves God. The life of the Christian community has ... the task of teaching us this: so ordering our relations that human beings may see themselves as desired, as the occasion of joy. — Wesley Hill

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience ... In this experience the beautiful, the decent, and the serious form a circle with hands joined. — Paulo Freire

If you try to impose a rigid discipline while teaching a child or a chimp you are working against the boundless curiosity and need for relaxed play that make learning possible in the first place ... learning cannot be controlled; it is out of control by design. Learning emerges spontaneously, it proceeds in an individualistic and unpredictable way, and it achieves its goal in its own good time. Once triggered, learning will not stop
unless it is hijacked by conditioning. — Roger Fouts

More often than not, you will never be judged by your intentions because the world can't read minds and very few will know the heart of a person they have not given time to know personally. — Shannon L. Alder

There is no safer anchorage for our learning, our lives, and our public actions than that provided by Divine teachings ... — Haile Selassie

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology. — Ian Lamont

The atheist, agnostic, or secularist ... should guard against the encroachment of religion in areas where it has no place, and in particular the control of education by religious authority. The attempts to ban the teaching of evolution or other scientific theories
a feeble echo of medieval church tyranny and hostility to learning, but an echo nonetheless are serious threats to freedom of inquiry and should be vigorously combated. — S.T. Joshi

Self-study, in a sense of learning by yourself without anybody teaching you anything, has an enormous value. — Robert Kraft

The new naval treaty permits the United States to spend a billion dollars on warships - a sum greater than has been accumulated by all our endowed institutions of learning in their entire history. Unintelligence could go no further! ... [In Great Britain, the situation is similar.] ... Until the figures are reversed, ... nations deceive themselves as to what they care about most. — Abraham Flexner

Let the main object ... to seek and to find a method of instruction, by which teachers may teach less, but learners learn more. — John Amos Comenius

That which we are, we shall teach, not voluntarily, but involuntarily. Thoughts come into our minds by avenues which we never left open, and thoughts go out of our minds through avenues which we never voluntarily opened. — Ralph Waldo Emerson

Those institutes can develop research-based teaching initiatives in which they work with colleagues across the university to tackle problems. They might focus on why certain groups of students (defined by whatever demography) do not achieve the kind of learning expected, or about how to help all students achieve a new level of development. The initiative would refine the questions; explore the existing literature; and fashion a hypothesis about what might work, a program to implement that hypothesis, and a systematic assessment of the result, ultimately contributing to a growing body of literature on university learning. — Ken Bain

For me, study is a divine and daily imperative, and I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning. — Erica Brown