Quotes & Sayings About The Difficulty Of Teaching

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

There is perhaps nothing so admirable in Christianity and Buddhism as their art of teaching even the lowest to elevate themselves by piety to a seemingly higher order of things, and thereby to retain their satisfaction with the actual world in which they find it difficult enough to live - this very difficulty being necessary. — Friedrich Nietzsche

The real difficulty, the difficulty which has baffled the sages of all times, is rather this: how can we make our teaching so potent in the motional life of man, that its influence should withstand the pressure of the elemental psychic forces in the individual? — Albert Einstein

By no means do I anticipate screening those who come on to campus ... And I have no difficulty if a bishop across the country or some local pastor may say that's not Catholic teaching - that's fine. — William P. Leahy

I am aware that teachers in modern societies often face tremendous challenges. Classes can be very large, the subjects taught can be very complex, and discipline can be difficult to maintain. Given the importance, and the difficulty, of teachers' jobs, I was surprised when I heard that in some western societies today teaching is regarded as a rather low-status profession. That is surely very muddled. Teachers must be applauded for choosing this career. They should congratulate themselves, particularly on days when they are exhausted and downhearted. They are engaged in work that will influence not just students' immediate level of knowledge but their entire lives, and thereby they have the potential to contribute to the future of humanity itself. — Dalai Lama XIV

Back when I was a devout Pharisee, I scowled at those who talked about grace, assuming they wanted both salvation and permission to do whatever they pleased. And when I came to discover grace as a biblical concept, it frightened me at first. The old idea of being saved by works has its benefits. It's a system where God owes you. You've been helping him out with all your good deeds. He can't very well put you through difficulty, since you're a taxpayer. You've paid your dues, you have your rights. But the beyond-belief teaching of grace is that we get what we can never pay for and more, including joy and hope and the desire to please him. I like living by God's grace a lot better than relying on my own efforts. — Phil Callaway

To live fully we would need to let go of our fear of dying. That fear can only be addressed by the love of living. We have a long history in this nation of believing that to be too celebratory is dangerous, that being optimistic is foolhardy, hence our difficulty in celebrating life, in teaching our children and ourselves how to love life. — Bell Hooks

For they have a way of teaching languages in Germany that is not our way, and the consequence is that when the German youth or maiden leaves the gymnasium or high school at fifteen, "it" (as in Germany one conveniently may say) can understand and speak the tongue it has been learning. In England we have a method that for obtaining the least possible result at the greatest possible expenditure of time and money is perhaps unequalled. An English boy who has been through a good middle-class school in England can talk to a Frenchman, slowly and with difficulty, about female gardeners and aunts; conversation which, to a man possessed perhaps of neither, is liable to pall. Possibly, — Jerome K. Jerome

So the fundamental question before the church is who is Lord? Is the church the lord of Jesus Christ, so that it has liberty to edit and manipulate, accepting what it likes and rejecting what it dislikes? Or is Jesus Christ our Teacher and our Lord, so that we believe and obey his teaching? He still says to us, 'Why do you call me, "Lord, Lord," and do not do what I say?' (Luke 6:46). To confess Jesus as Lord but not obey him is to build our lives on a foundation of sand. Again, 'Whoever has my commands and keeps them is the one who loves me,' he said in the upper room (John 14:21). Here then are two cultures and two value systems, two standards and two lifestyles. On the one side there is the fashion of the world around us; on the other side is the revealed, good and pleasing will of God. Radical disciples have little difficulty in making their choice. — John R.W. Stott

Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal. — George Eliot