Students Quotes
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How can they know Truth flourishes where the student's lamp has shone, And there alone, that have no solitude? So the crowd come they care not what may come. They have loud music, hope every day renewed And heartier loves; that lamp is from the tomb.
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Readiness is a student’s entry point relative to a particular understanding or skill.
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I don't have Romário's technique, Marc Overmars' pace or Patrick Kluivert's strength. But I work harder than the others. I'm like the student who is not as clever, but revises for his exams and does OK in the end.
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Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.
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If you get to a certain age, all people want to know about you is people you knew. ...An American student once said to me, you know, isn't it extraordinary that I am alive and you're not dead.
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If you can't explain something to a first year student, then you haven't really understood .
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There were some extremely good teachers there that were great artists really in their own right. It was actually very hard to concentrate on getting down to going any work being an art student especially when it's a flighty thing at best.
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During my McGill years, I took a number of math courses, more than other students in chemistry.
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In outstanding classrooms, teachers do more listening than talking, and students do more talking than listening. Terrific teachers often have teeth marks on their tongues.
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So, when you train no-gi all the time, the no-gi style evolves quicker, twice as fast. Especially, the way we do it at 10th Planet, I am not just the one conveying the knowledge. All my students are involved.
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It is a pity that you students aren't fully aware of the luxury and abundance in which you live.
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The systematic study of mass psychology revealed to students the potentialities of invisible government of society by manipulation of the motives which actuate man in the group.
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It's disappointing because it's a great conference. Schools have a big-enough attendance that students should fill it up when the adults don't.
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I prefer really often to talk to high school students, mostly because I think they're the future for us.
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The streets of L.A. undulate over short hills as though a finger is poking the landscape from underneath ... laid over this crosshatch are streets meandering on the diagonal creating a multitude of ways to get from one place to another by traveling along the hypotenuse. These are the avenues of the tryst which enable Acting Student A to travel the eighteen miles across town to Acting Student B's garage apartment in nine minutes flat after a hot-blooded phone call at midnight.
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I think the big turning moment was when I joined the student political action club and started studying nonviolent civil disobedience in response to the Iraq War. The first anti-Bush protest in Atlanta was the first protest that I'd ever been to, and I helped organize the school walkout when I was a junior. It was a really solidifying moment.
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School is at its best when it gives students the expectation that they will not only dream big, but dream dreams that they can work on every day until they accomplish them-not because they were chosen by a black-box process, but because they worked hard enough to reach them.
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I often think what interesting history we are making for the student of the twenty-first century.
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The library is…a university of the people, from which the students are never graduated.
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The intelligent student, after studying vedic texts, is solely intent on acquiring wisdom and realization. He should discard the texts altogether, as the man who seeks rice discards the husk.
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On May 15, 1957 Linus Pauling made an extraordinary speech to the students of Washington University. ... It was at this time that the idea of the scientists' petition against nuclear weapons tests was born. That evening we discussed it at length after dinner at my house and various ones of those present were scribbling and suggesting paragraphs. But it was Linus Pauling himself who contributed the simple prose of the petition that was much superior to any of the suggestions we were making.
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In my opinion, using creation and evolution as topics for critical-thinking exercises in primary and secondary schools is virtually guaranteed to confuse students about evolution and may lead them to reject one of the major themes in science.
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...to learn and not to do is really not to learn. To know and not to do is really not to know.
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Students rarely disappoint teachers who assure them in advance that they are doomed to failure.
