Chapter,Paragraph

 1 Fore    |         approach with parents, lay teachers, and other members of the
 2 Intro   |         the Brothers published The Teachers’ Guide, the fruit of their
 3   1,5   |    difficult for lack of competent teachers. In fact, he refused to
 4   1,12  |       ordinary life, and how to be teachers and religious educators
 5   1,23  |           be Brothers into capable teachers and religious educators
 6   4 (2) |           cf. Life, XXIII, p. 535; Teachers’ Guide, (1931) pp. 17-18~
 7   4,75  |        simply catechists, nor just teachers of secular subjects. 14~
 8   4 (16)|             XXXV, pp. 361-370; cf. Teachers’ Guide, (1931) pp. 16-17;
 9   4,94  |     willingly to witnesses than to teachers, and if they do listen to
10   4,94  |           and if they do listen to teachers, it is because they are
11   5 (5) |                                    Teachers’ Guide, (1931) pp. 107-112,
12   6,128 |        community of educators: the teachers, non-teaching staff, and
13   6 (12)|                Life, XXII, p. 529; Teachers’ Guide, (1931) p. 152~
14   6 (13)|                                    Teachers’ Guide, (1931) pp. 107-112,
15   6,146 |    Christian community of parents, teachers, and students.~
16   6,155 |          to be willing to serve as teachers, at least for a time, in
17 Notes   |          at their age, for lack of teachers.~Champagnat to Queen Marie-Amélie,
18 Notes   | distressing), handing them over to teachers who are hardly capable of
19 Notes   |          association of elementary teachers, under the name of LITTLE
20 Notes   |    training us to become efficient teachers and catechists, and in instructing
21 Notes   |      educators in schools, whether teachers, principals, administrators,
22 Notes   |          protect the rights of the teachers, parents and pupils must
23 Notes   |       active relationship with the teachers and the school authorities. (
24 Notes   |       source of joy and peace. The teachers’ attitudes and behaviour
25 Notes   |          planted, Apollo watered"; teachers do what they can, but neither
26 Notes   |         between students and their teachers, by personal advice, attention
27 Notes   |     discretion. ~The first duty of teachers in maintaining discipline
28 Notes   |       which are at the disposal of teachers are:- …~To maintain their
29 Notes   |     confidence and respect between teachers and pupils; finally, they
30 Notes   |         approach with parents, lay teachers, and other members of the
31 Notes   |         that we are not only their teachers, but also their brothers.
32 Notes   |           Delors, president, 1996.~Teachers who confine themselves to
33 Notes   |           very great extent on the teachers. The integration of culture
34 Notes   |      nobility of the task to which teachers are called demands that,
35 Notes   |         approach with parents, lay teachers, and other members of the
36 Notes   |            for education: parents, teachers, young people and school
37 Notes   |  professional staff [governors and teachers], which policies are to
38 Notes   |          to the free initiative of teachers, parents, or students;~-
39 Notes   |        solely the task of religion teachers; their time is quite limited,
40 Notes   |         quite limited, while other teachers have many hours at their
41 Notes   |           insufficient curriculum. Teachers dealing with areas such
42 Notes   |    Christian faith very difficult. Teachers should respond with patience
43 Notes   |           young people are taught. Teachers who are so dogmatic that