Teachers and Teaching Sermon Illustrations

Teachers and Teaching Sermon Illustrations

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There is an exaggerated notion at the moment, especially at the secondary school level, that curriculum reform is the be-all and end-all of our difficulties, with a seeming forgetfulness of the fact that the curriculum is but an educational instrument of small significance except as it derives integrity and strength and effect from the capacity of the teacher to instruct and inspire.—J. L. Morrill, Foreword to The Two Ends of the Log

Someone said payola started when the first kid gave a teacher an apple.—Marie Fraser, Indiana Teacher

A teacher who can arouse a feeling for one single good action, for one single good poem, accomplishes more than he who fills our memory with rows on rows of natural objects, classified with name and form.—Goethe

Teaching school is like making love—it's not the technique but the enthusiasm and thoroughness that counts.

When you think little of a fellow teacher, a parent, pupil, or administrator, then say as little as you think

Truly fine teachers of all times have the same characteristics. Indeed, today as in the past, the only reliable marks of great teaching personalities are the rich qualities of their interior selves.—Howard K. Holland, Clearing House

What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation.—Marcus Tullius Cicero, Roman Orator

A good teacher has the ability to inject humorous remarks and illustrations when the classroom procedure becomes tedious, without becoming a clown and destroying an atmosphere of purposeful learning; also avoids being overly reserved or becoming a sour victim of pedagogical routine.—Homer T. Rosenberger, Bulletin, NASSP

Time magazine once described Willie Mays in the following manner: "Willie plays baseball with a boy's glee, a pro's sureness, and a champion's flair " Isn't this a colorful way of also describing an inspirational teacher, one who teaches with a boy's glee, a pro's sureness and a champion's flair?—M. Dale Baughman

Good teaching in all ages has been characterized by clear vision, broad wisdom, judicious restraint, and a fine sense of balance.—James Harold Fox, School and Society

There is no final way to judge the worth of a teacher except in terms of the lives of those he has taught.—Editorial, Peabody Journal of Education

The urge to learn is what counts. If you want to make people hanker, you must develop skill in appealing to the emotions through a convincing picture of what learning does for the learner.—M. Dale Baughman

The Research Institute of America lists these requirements for those who train others: (1) Desire to teach (2) Knowledge of the subject (3) Ability to communicate (4) Patience (5) Sense of humor (6) Time to do a thorough job.—Donald Kirkpatrick, Supervisory Management

Good teachers are like good parents. Their goodness is to be judged by the extent to which they become increasingly unnecessary to the growth of the individual.

Every instructional situation has an inherent emotional component. The developmental appropriateness of the lesson, the readiness of the individual students involved, motivation and the orderly sequence of the presentation, the authenticity of the material covered, pace change and a variety of other rather observable factors are those usually considered in our attempts to evaluate the instructional effectiveness of a given lesson.

In short, the technology of applied mechanics of the teaching effort are frequently identified by educators as indicative of the degree of success or failure that attends a given learning experience.

If this recognition of mechanics is to the exclusion of the emotional component of learning then a state of imbalance evolves which leaves some of the real issues of education unattended.

Learning occurs not only at the level of reason but also at the level of feeling. Inspirational instruction has to feature a blend of both.

This blend is not easy to come by in a society where the display of honest emotion is often interpreted by others to be a symbol of frailty and an occasion for apology. But we must reckon with the fact that our basic human values which enable the discrimination between right and wrong, the perception of beauty, the interpretation of morality and the appreciation of life itself emerge from a "symbiotic" relationship of reason and feeling.

To lean and retain these things requires an investment, and the act of becoming invested is a feeling process. Educators must be emotionally involved in the significance of their offerings if the impact of this investment is to be communicated to students.

A deep appreciation of stirring literature is a felt thing, the satisfaction of a mathematical breakthrough is an exhilarating sensation, a true understanding of the magnificence of natural law is a stimulating, yet humbling, experience.

The beauty of dawning intellectual recognition can be achieved in no other way than through feeling and this feeling can be germinated in young people if the instructional program features an adult leader capable of skillfully fusing reason and emotion.—Jerry Sloan, The Pointer

If you have a boy who just can't learn in your class, don't despair. He may be a late bloomer. It has now come out that Dr. Wernher von Braun, the missile and satellite expert, flunked math and physics in his early teens.—Mississippi Education Advance

A high school teacher who had an unruly class and also a sense of humor, came in one morning and found bedlam. He slapped his hand on the desk and lifted his voice, "I demand pandemonium," he said.—Wall Street Journal

Encouragement alone isn't enough; just as in gardening, water isn't everything, but you can't get flowers without it.—M. Dale Baughman

Director of Teacher Placement at the University of Illinois, J. Marlowe Slater sent a letter of commendation to a superintendent who had helped to organize a recognition program for retiring teachers in his system. The superintendent replied to the letter of commendation, in part, as follows:

"Thank you very much for your comments regarding our teacher retirement recognition and your excellent suggestion. The newspaper article carried only what happened that day. In addition to the gold watch which the teachers received, there will be plagues in the school buildings where each teacher taught..."—M. Dale Baughman

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