Parker J. Palmer Quotes About Teaching
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Mentoring is a mutuality that requires more than meeting the right teacher: the teacher must meet the right student.
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Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
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At its deepest level, I think teaching is about bringing people into communion with each other, with yourself as the teacher, and with the subject you are teaching.
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In every story I have heard, good teachers share one trait: a strong sense of personal identity infuses their work.
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In a culture of technique, we often confuse authority with power, but the two are not the same. Power works from the outside in, but authority works from the inside out. . . . I am painfully aware of the times in my own teaching when I lose touch with my inner teacher and therefore with my own authority. In those times I try to gain power by barricading myself behind the podium and my status while wielding the threat of grades. . . . Authority comes as I reclaim my identity and integrity, remembering my selfhood and my sense of vocation.
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Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.
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Even though kids may have planned for months for the trip to Disneyland, some may be feeling very homesick, very forlorn, or very marginalized by the group. Your capacity to perceive those kinds of situations and respond to them in a pastoral way is the stuff you are teaching. And even though the kids may appear to be ignoring you, they are very aware of what you are doing and how you are doing it. They are also very aware of what you are missing and not picking up on.
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Teaching like any truly human activity emerges from one's inwardness.
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I don't do a lot of top-down teaching.
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I now understand what Nelle Morton meant when she said that one of the great tasks in our time is to "hear people to speech." Behind their fearful silence, our students want to find their voices, speak their voices, have their voices heard. A good teacher is one who can listen to those voices even before they are spoken-so that someday they can speak with truth and confidence.
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The kind of teaching that transforms people does not happen if the student’s inward teacher is ignored… we can speak to the teacher within our students only when we are on speaking terms with the teacher within ourselves.
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For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.
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Good teaching comes from good people.
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Whoever our students may be, whatever the subject we teach, ultimately we teach who we are.
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Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.
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