Teachers and Teaching Sermon Illustrations

Teachers and Teaching Sermon Illustrations

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I am shocked to read the socialistic attitudes of so many people on the function of a teacher. According to George E. Sokolsky in The Chicago American, October 31, it is to "train the child to grow up into a man or woman, but most of all into a citizen with a sense of responsibility."

This is absurd! Rearing, training and educating is the job and responsibility of the parents. A teacher's job is to teach—not to train, motivate, understand, excuse. The job is to teach academic subjects which should be taught in classrooms

Education is a lifelong process, but the teacher should be only concerned with a part of it—giving instructions in certain subjects.

Recreation, dental work and polio inoculations are clearly the job of parents, although many do appreciate that the schools have taken over these responsibilities. We are not underpaid; we are the most overpaid babysitters in the world.—A public teacher


Teachers ought to provoke curiosity, array experience and help people learn to perceive, to generalize, to practice and to judge.


Teacher to colleague: "Not only is he the worst-behaved child in school, he has a perfect attendance record!"—Michigan Education Journal


Have you ever seen a plant with its leaves curled up? Have you watered it and watched the leaves spread out again, fresh and green? Almost as quick as that is the response of a child's mind to a teacher who knows how to nourish it.—Frederic G. Cassidy, Wisconsin Journal of Education


Teaching is mostly perspiration in putting a little inspiration to work.


Some years ago a city educator on a cross-country tour stopped at a small rural township school. He asked the principal if it was difficult to get good teachers in that rather out-of-the-way section. The principal replied, "Oh, we have some very good teach­ers here. We have Plato and Shakespeare and Emerson and many others like them." To bring the best minds of the ages to enlighten the youth in small places—that is great teaching.—Ralph W. Sockman, "Big People in Small Places," Arkansas Methodist


A teacher, intent on impressing his pupils with an important point of grammar, stood on his desk and crowed like a rooster after he stated one of the best-known rules: "You will never forget this now," he told them. Years later he ran into one of the former students who said: "I'll never forget the day you stood on your desk and crowed like a rooster. But what was the rule we were supposed to remember?"—John G. Fuller, Saturday Review


Teachers must have zeal, enthusiasm and a concern for the individual's place in society—just as much as knowledge of the subjects they're teaching and ability to transfer this knowledge to young minds.

Nothing is as important as inspired teaching; which means we must have inspired teachers.


Teachers can tell,
But never teach,
Unless they practice
What they preach.


Summer is a good time for you to go fishing—for ideas with which to awaken the zest for learning in your lethargic pupils. Remember—an idea doesn't care who has it.—M. Dale Baughman


Let the cowards and the dullards find safety in the tenure trap! The true teacher joyfully accepts the call of strange tomorrows, finds security and immortality in the healthy, happy, and intelligent citizens he has helped to shape


No bubble is so iridescent or floats longer than that blown by the successful teacher.—Sir William Osler


When a man becomes content with what he already knows, he ceases to be a good teacher. He cannot communicate the excitement of learning because for him the excitement has ceased to exist. Research is the lifeblood of intellectual pursuits.—Leonard H. Axe, Educational Leadership


In a way the great teacher—even the great mathematics teacher—does not teach anything quantitatively measurable. He performs certain actions, says certain things that create another teacher. This other teacher is the one hidden inside the student.—Clifton Fadiman, "Party of One," Holiday


Those who educate children well are more to be honored than even their parents.—Aristotle


One flower doesn't make a garden. Yet, with teachers as with flowers a pretty bloom and sweet aroma may have a lasting effect on the viewer.—M. Dale Baughman


Teaching is for many of us the most important profession of mankind. It is a creative one, requiring strength, experience, and imagination. If a beginning teacher has physical and emotional strength, experience will come. And only a person with imagination should teach.—Evelyn Adlerblum, Education Synopsis


I recognize three types of teaching: first, forced feeding, or "I know you hate it, but you've got to learn it"; second, spoon-feeding, or "Just remember what I told you"; third, invitation to learning, or "This is fine, let's share it." I believe that the most valuable and lasting results come from the third method.—Martin Staples Shockley, Journal of Higher Education


Many years ago when I was a young administrator, a wise superintendent said to me, with respect to selecting teachers, "Look for teachers who are green at the top." He went on to explain that anything "green at the top" was alive. He believed that a vital factor in the success of a teacher was to be alive. By that he meant love of people, curiosity in people and things, real interest in things people do. These are the things, he said, which cause people to sparkle and live.

This superintendent was not discounting the importance of knowledge and book learning. He was emphasizing that something more was necessary. How right he was. The vital factor in teaching success lies in the relation of teacher and pupils. Without vital interest in the lives of pupils, all his knowledge is largely useless. But with a strong interest in his pupils and their problems, his teaching can become a vital factor in their growth.

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