I want to be involved with young people in some way. Teenagers. Because that's the most vulnerable time. I have a fantasy of becoming a teacher one day.
I didn't read so much Japanese literature. Because my father was a teacher of Japanese literature, I just wanted to do something else.
Everyone will tell you how rigid I am, but a teacher has to be flexible. You can't cut the student to your cloth; you have to cut yourself to theirs.
As a teacher you can see the difference in kids who have parents who were involved. That difference, by the time these kids get to the third grade, is drastic.
It is not easy to imagine how little interested a scientist usually is in the work of any other, with the possible exception of the teacher who backs him or the student who honors him.
Seems like my iron play gets a little better every year. Which makes sense - I've been working hard on things with my teacher, Jim McLean.
When you become a parent, or a teacher, you turn into a manager of this whole system. You become the person controlling the bubble of innocence around a child, regulating it.
The oboe is the most maddening thing of all time. I'm struggling to play something that my oboe teacher was doing when she was much younger than I am.
In a sinful world, no community can exist for long where nobody is ever held accountable: no teacher would grade a student's performance; no citizen would sit on a jury or call a failed leader to account.
As a teacher you are more or less obliged to pay the same amount of attention to everything. That can wear you down.
I was born in Norway, and when I was little I went to live in Detroit, Michigan. My father was a professor of philosophy at Wayne University, and my mother was also a teacher.
A coach, especially at a college level - much more at a college or high school level, than at a pro level - you're more of a teacher than an actual coach.
My being a teacher had a decisive influence on making language and systems as simple as possible so that in my teaching, I could concentrate on the essential issues of programming rather than on details of language and notation.
I'm a goody-goody. I'm the person who sits in the back row, makes fun of the teacher, and secretly does the extra-credit work.
I'm embarrassed every time I look a teacher in the eye, because we ask them to do so much for so little.
It was actually pretty difficult to grow up in the Star City. There were regular kids around me, and everybody knew that my father was a cosmonaut. Even at school, every teacher could comment on my behavior just because I was considered special.
What we now call school training, the pursuit of fixed studies at stated hours under the constant guidance of a teacher, I could scarcely be said to have enjoyed.
You can't hold me to the same standard as the president or a school teacher. I'm just a comedian. My job is like Archie Bunker.
In a Glasser Quality School there is no such thing as a closed book test. Students are told to get out their notes and open their books. There is no such thing as being forbidden to ask the teacher or another student for help.
When I was really little, my favorite book was 'The BFG'. I read it - my teacher in, like, first grade read it to us. I love that book.
I had teachers in high school to point me in the direction of the University of Indiana School of Music, and after IU, I went on to study at the Academy of Arts in Philadelphia. I graduated in 2006.
