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Searching Rudolf Steiner Lectures by GA number (GA0302a)
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    Query was: teach
  

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

  • Title: Education for Adolescents
    Matching lines:
    • If a teacher makes a mistake while teaching a 10 or 12 year old, then,
    • as far as the mutual relationship between pupil and teacher is
    • The feeling for the teacher's authority will flag perhaps for a while,
    • inwardly, the teacher must be capable of doing this himself, so that
    • again the teacher has failed to give us the right answer. He
    • that occur when the children have the feeling: “The teacher just
    • inability, the personal capacities and incapacities of the teacher are
    • people at this age, or if we teach in such a way that they never come
    • teacher — even though he is the more objective party —
    • You see the teacher must, in full consciousness, be permeated through
    • lightning! What's happened to the teacher! Up to now we've thought of
    • must arise. Verve is what teachers must bring to young people at this
    • It is important for oneself as a teacher to exercise a certain amount
    • if, just at this age, young people feel cleverer than the teacher
    • be diverted from all the teacher's little mannerisms. Here, too, the
    • teacher's latent inadequacies are the most fatal.
    • relationship between pupil and teacher. And here morality is to be
    • understood in its broadest sense: that, for instance, a teacher calls
    • teacher to pupil. Mournful teachers, un-alterably morose teachers, who
    • city dwellers, city dwellers who have become teachers and doctors. And
    • Maximum number of matches per file exceeded.
  • Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
    Matching lines:
    • Speaking to the teachers at the first Waldorf school in Stuttgart,
    • and professor as a necessity for successful teaching.
    • on the ability of the teachers to develop the attitude that
    • the teachers themselves. I would like to preface what I have to
    • teachers in England, [Rudolf Steiner, A Modern Art of
    • an admirable mastery of the principles of teaching; you
    • or to teach their pupils in the way we do today. We speak
    • teachers who have passed through only a training college
    • teacher pf gymnastics whom I knew well. He felt extremely
    • teachers in the Waldorf School to adhere to the principle that
    • teacher should cultivate gymnastics in the noblest sense,
    • said. It must not be distorted. The teacher should simply
    • a particular significance for the teacher today. No educator,
    • That, above all, is what the teacher needs. I would like to
    • emphasize strongly at the beginning that the teacher should
    • we need above all else in our work as teachers. We must relate
    • introduce in our teaching in school should sustain and uphold
    • that no true teaching can ever be boring. How could it be? One
    • our teaching is boring there must be something wrong with it,
    • is lacking in us when our teaching bores the children.
    • Maximum number of matches per file exceeded.
  • Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
    Matching lines:
    • Speaking to the teachers at the first Waldorf school in Stuttgart,
    • and professor as a necessity for successful teaching.
    • our teaching and education. I would like to speak to you now
    • value in what he became through the teaching and education he
    • he is to be a true teacher. This enthusiasm is infectious, and
    • teacher.
    • heaviness in the teachers. The lessons are really conducted
    • realize that as teachers we need to develop a consciousness of
    • graduation. This lies like a leaden burden upon the teaching in
    • develop this consciousness, the Waldorf teacher's
    • breathing, as teachers we must bring the next higher stage into
    • the remedy. What we do as teachers, is really to work in such a
    • as a teacher with the child. This is the higher metamorphosis
    • oneself as a teacher. It may be said that engendering this
    • if, in teaching languages, for example, we make the child learn
    • This shows us how as teachers we must demand a higher
    • teaching in the musical sphere and, on the other, the right
    • kind of teaching in lessons that are based upon outer
    • upon the musical sphere. Thus, our teaching takes shape, and
    • The consciousness of a Waldorf teacher should be imbued
  • Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
    Matching lines:
    • Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
    • Speaking to the teachers at the first Waldorf school in Stuttgart,
    • and professor as a necessity for successful teaching.
    • the Teacher
    • teacher's profession. In continuation of what I said this
    • process. By arranging a schedule so that the teaching of
    • a true consciousness of one's purpose as teacher. We must
    • cosmic processes. In fact, as teachers we are coworkers
    • teacher, confronted by an obvious authority. The teacher
    • and goodness. What the teacher takes to be beautiful or true or
    • be the basis of all the teaching. A child does not always
    • this authority but accepts them because he loves the teacher.
    • merely teach children trivial mental conceptions has no real
    • something he once accepted simply through love for his teacher.
    • of teaching, but you can go into the classroom supported by
    • various realms of your teaching; if one has acquired this
    • human being, and goes no further than that, will not teach in a
    • teaching in school; it is essential for the right method to
    • your facial expression while teaching. Your expression is then
    • face of a teacher has three main nuances of expression,
    • Maximum number of matches per file exceeded.
  • Title: The Three Fundamental Forces in Education: Lecture
    Matching lines:
    • The second of four lectures delivered to the teachers of the
    • second of four lectures delivered to the teachers of the
    • impossible to educate or teach without a spiritual grasp of
    • or puberty, lies that period of teaching with which we have
    • educator, in teaching and educating, must pay close attention
    • teacher's feelings are the most important means of education
    • conditions, we acquire greater enthusiasm for teaching,
    • Apollonian element in teaching the plastic arts,
    • everything we teach the child of music and speech during the
    • for our teaching, because we know that when working with music
    • the pedagogy of the future, teachers will no longer be
    • teachers, to develop the necessary reverence, the necessary
    • fundamental forces by which the teacher-soul must be
    • old Mystery- teachers expressed themselves somewhat
    • Mystery-teachers would always have used animal forms to
    • incorporate it in our sensitive teaching ability, we have
    • protect him through our teaching. Otherwise he would
    • rickety, to become a gnome. And in teaching and educating him
    • formula in the soul of the educator and teacher. And if one
    • manifestation of the teacher-character.
  • Title: Introductory Words to the First of Four Educational Lectures
    Matching lines:
    • Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
    • He states fact that successful teaching requires a living synthesis of the
    • Balance in Teaching.
    • Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
    • He states fact that successful teaching requires a living synthesis of the
    • gave you last year about the teacher himself, the teacher and
    • the being of the teacher must be understood in a completely
    • When we speak of the College of Teachers, it is necessary to
    • call your attention to the fact that the teachers must really
    • private possession. The teacher in particular would find it
    • within the College of Teachers itself as such. At first a
    • According to that, we should have to teach the children in
    • educational principle. When we are teaching the children about
    • lessons so that your way of teaching about plants and animals
    • the teacher as such has something to do with the scientist; a
    • scientific training has actually been taken as a teacher's
    • different. If the teacher is a scientist, if he makes it his
    • do as a private man, but not as a teacher), then there comes
    • about something which does often happen. The teacher cuts
    • be more on the side of the teacher when his pupils make jokes
    • Maximum number of matches per file exceeded.



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