Discover the most popular and inspiring quotes and sayings on the topic of Demonstrating. Share them with your friends on social media platforms like Facebook, Twitter, or your personal blogs, and let the world be inspired by their powerful messages. Here are the Top 100 Demonstrating Quotes And Sayings by 95 Authors including Ken Bain,Pliny The Elder,John Holt,Olufemi Olumide,Simon Cowell for you to enjoy and share.
The best teaching is often both an intellectual creation and a performing art.
Example is the softest and least invidious way of commanding.
Learning is not the product of teaching. Learning is the product of the activity of learners.
The more you know, the more you can show
Holding auditions in front of an audience is testing.
When you learn, teach,
Observation is the best medium of learning,
Figuring out how to think about the problem.
The teacher will perform miracles. Not just to delight and amuse people, but showing them that miraculous occurrences indicate that there is something more.
Don't show up to prove. Show up to improve.
The entertainment is in the presentation.
We must teach more by example than by word.
I have to prove myself to everybody.
Teach, and you shall receive.
To teach is to show. You can't teach what you don't know. You can't guide where you don't go. And you can't grow what you don't sow.
People are visual and hands on learners.
Example isn't another way to teach, it is the only way to teach.
Effective teaching involves explaining to our children what they're already observing in our lives by example.
The art of teaching is the art of assisting discovery.
Practice is an ever-fresh, challenging flow of work and play in which we continually test and demolish our own delusions; therefore, it is sometimes painful.
Learning is not doing; it is reflecting on doing.
The danger of lectures is that they create the illusion of teaching for teachers, and the illusion of learning for learners.
What are you planning?" I asked, as we turned toward the grand ballroom.
"Just a small demonstration for the public good," he said. "I am so sorry."
"You're apologizing in advance."
Never a good sign.
Patrick thought we should try to put an audience in front of one of the workshops, basically in front of the class and see how the performers rose to having an audience there, because he said, "You know, it's a really interesting test, because sometimes it gets even funnier."
I'm a presenter.
How to teach people to do what hasn't been done is a great riddle.
Drawing is a means of obtaining and communicating knowledge
Condense some daily experience into a glowing symbol and an audience is electrified.
In 'Changeling,' I tried to show something you'd never see nowadays - a kid sitting and looking at the radio. Just sitting in front of the radio and listening. Your mind does the rest.
What you show is what you represent
In the philosophic sense, observation shows and experiment teaches.
I am teaching. Storytelling is teaching.
The task of the excellent teacher is to stimulate 'apparently ordinary' people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.
I needed to get into a nightclub and stand up and present the material that way. I needed to present it live.
The act of learning itself is no longer seen as simply a matter of information transfer, but rather as a process of dynamic participation, in which students cultivate new ways of thinking and doing, through active discovery and discussion, experimentation and reflection.
How are we going to make painters by lecturing to them? We are going to make questioners, doubters, and talkers. We are going to make painters by painting ourselves, and by showing the paintings of others. By working frankly from our convictions, we are going to make them work frankly from theirs.
The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.
Those 25 dancers we worked with for a day, in as highly productive a way as possible - a long class, a period of teaching bits of the repertory - in fact I didn't teach Bank, I've used parts of Oil and Water.
Learning to be present to what is and stay present to that takes a lot of practice.
Let your action manifest your thought, your belief and your passion.
Presenting differs from training. Typically, presenting involves one-way communication; training is multi-directional and participatory.
Once again we can see that social proof is most powerful for those who feel unfamiliar or unsure in a specific situation and who, consequently, must look outside of themselves for evidence of how best to behave there.
We need practice solving problems.
What you want to do is, you want to get away from people being afraid to show their work, which is the first thing, because they don't want to be shot down.
But the best demonstration by far is experience, if it go not beyond the actual experiment.
I give them experiments and they respond with speeches.
Knowledge is the beginning of practice; doing is the completion of knowing.
Tell the viewer something that they need to know.
Show your instructions in actions as much as you can.
To improve chances of success, you want to build a project or product where you think you're filling a hole. Part of the trick is showing people things that they either a) haven't seen in a long time or b) things they haven't seen before.
Teaching is listening, learning is talking
Learning is not watching a video, learning is taking action and seeing what happens.
Teaching means creating situations where structures can be discovered.
Every Moment is a Teaching Moment
Teaching is not telling and learning is not having been told.
Real learning begins outside the classroom.
To know how to suggest is the art of teaching.
The only way for you to show what you can do is to actually do.
Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process.
Art, art of any kind, shows that folks are trying.
To me, performing means trying to do the most you can with the partner in front of you, with the story you're telling. There are actors who have carried me, who have brought me elsewhere or with them.
Teaching is mostly listening, and learning is mostly telling.
A wisely chosen illustration is almost essential to fasten the truth upon the ordinary mind, and no teacher can afford to neglect this part of his preparation.
LEARNING IS DISCOVERING THAT SOMETHING IS POSSIBLE
The value of teaching without words and accomplishing without action is understood by few in the world.
Not to know of what things one should demand demonstration, and of what one should not, argues want of education.
You can't teach people anything. You can only draw out.
Action is the means through which the intangible becomes tangible.
Don't tell people how to do things, tell them what to do and let them surprise you with their results.
Be present in this class. And then, when it's over, be present out there.
Experiment is the mother of knowledge.
Understate and over-prove.
A lecture is an occasion when you numb one end to benefit the other.
Produce results on the mat AND in the classroom.
The secret of showmanship consists not of what you really do, but what the mystery-loving public thinks you do.
Trials or little tests contain lessons to be learnt.
Developmental scientists like me explore the basic science of learning by designing controlled experiments.
I have a funny mental framework when I do physics. I create an imaginary audience in my head to explain things to - it is part of the way I think. For me, teaching and explaining, even to my imaginary audience, is part of the process.
To demonstrate is to show clearly & deliberately, and to describe is to give a detailed account in words.
That thing called 'Love' is defined when demonstrated, not when described.
You must find a way to express your ideas and compel your audience to react through the idea itself, and then figuring out what the best representative of that idea may be, and bringing it to life.
The best way to teach somebody something is to have them think they're learning something else.
Now is the time when your action is practice.
Living by example - that's always a better teacher than trying to preach.
Be present and in the moment.
Teach by works more than words.
You know how to show a girl
Watching, waiting and anticipating will only detract from visualising, persisting and succeeding' (1996)
I've been learning how to shoot a gun and properly handcuff people so that on the day I need to pull someone down to the ground, it looks and feels natural for me.
Teaching to unsuspecting youngsters the effective use of formal methods is one of the joys of life because it is so extremely rewarding.
Acquiring knowledge is a form of imitation.
The proof that you know something is that you are able to teach it
Our work is the presentation of our capabilities.
...holding your hand out and making a gesture that, in the surreal parrallel universe of the classroom would suggest that instruction, but anywhere else would be taken for a drunkard's poorly achieved impression of an epileptic spider failing to negotiate a hairpin bend.
Expositions are the timekeepers of progress.
I showed it is possible to fly a little bit like a bird.
I believe so much in the power of performance I don't want to convince people. I want them to experience it and come away convinced on their own.
Prove yourself and others wrong everyday by redefining who you THINK you are, through performing actions you would normally deem impossible or uncharacteristic of you.
Experimentation is an active science.
Teaching, without learning, is just talking
What you do teaches faster, and has a lasting impression, far beyond what you say.