Students Quotes
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I have been in schools around the country, and I have written on education for years. Once, I was once doing a profile on Justice William Brennan and I was in his chambers, and Brennan asked, "How do we get the words of the Bill of Rights into the lives of the students?" Well, it is not difficult. You tell them stories.
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Too often, teachers assume that they are introducing a book or concept to students for the first time. In fact, many units are repeated over the course of a student's K-12 experience.
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Time is the best teacher, unfortunately, it kills all of its students.
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We don't want to just tell students who the people are, we don't want to just tell them what happened - we want to show the process by which it formed itself.
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I think so much emphasis these days is placed upon achievement and skill and assessment that the joy has gone out of reading for many kids. Students become distracted by struggling to learn to read or by the pressure to achieve.
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Just the example Delaware State University graduates set by the way they live their lives, should be an inspiration to other high school students to go to Delaware State.
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When I was a student, the laws of physics were regarded as completely off limits. The job of the scientist, we were told, is to discover the laws and apply them, not inquire into their provenance.
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The reason I shift gears constantly, why I'm doing an opera, why I've done essays, why I've written poetry for years that nobody wanted, why I do short stories and novels and screenplays... is so I will have new ways of failing. This means becoming a student again.
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I am suggesting that quality in undergraduate education means giving students a perspective that is global.
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Be careful. I wouldn’t want anything to happen to the worst Spanish student in the history of the language.” I laughed. “No problemo.
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My students sometimes ask: what is a fundamentalist? I give them a very simple definition. A fundamentalist is no fun, too much damn, and not enough mental.
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The Pell Grant is more than a financial aid program for college students in need. It is the right thing to do for America's college students, and it is the right thing to do for America's economy.
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America has a strategic interest in continuing to welcome international students at our colleges, universities, and high schools. Attracting the world's top scientific scholars helps to keep our economy competitive.
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Challenging schools to treat their students as customers with a choice, instead of inmates serving time.
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Without question, students need to practice, review, and drill skills, but they should do so only in the spirit of working toward more complex mastery of those skills. Redundant drill of skills is inherently boring and insulting to the learner, and it is one of the most effective methods for turning students off to learning.
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I was a little fat pudgy kid with big thick glasses, and I was quiet and never said a word, you know -- teachers loved me, straight-A student.
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When it came time for me to give my talk on the subject, I started off by drawing an outline of the cat and began to name the various muscles. The other students in the class interrupt me: "We *know* all that!" "Oh," I say, "you *do*? Then no *wonder* I can catch up with you so fast after you've had four years of biology." They had wasted all their time memorizing stuff like that, when it could be looked up in fifteen minutes.
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I have find that today's students are often more tolerant of human variance than students in earlier generations might have been. On the other hand, some of our students need much more interaction with a wide variety of peers so they level of understanding deepens and so they are prepared to live in a world that is only going to get smaller.
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It's... time to introduce scholarship programs that give students a choice, especially those who are locked into low-performing schools.
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Thousands of present day students, like many of our Founding Fathers, are being taught at home.
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We take it for granted that telling is more valued than asking. Asking the right questions is valued, but asking in general is not. To ask is to reveal ignorance and weakness. Knowing things is highly valued, and telling people what we know is almost automatic because we have made it habitual in most situations. We are especially prone to telling when we have been empowered by someone else’s question or when we have been formally promoted into a position of power. I once asked a group of management students what it meant to them to be promoted to “manager.”
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We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.
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I was a bike rider, a photographer and a history student, probably in that order. (On his early years)
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I've learned that success comes in a very prickly package. Whether you choose to accept it or not is up to you. It's what you choose to do with it, the people you choose to surround yourself with. Always choose people that are better than you. Always choose people that challenge you and are smarter than you. Always be the student. Once you find yourself to be the teacher, you've lost it.
