Students Quotes
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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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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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After Hiram Bingham built the first church on Oahu the student recalls, "When it was completed some of the natives said among themselves, 'That house of worship built by the haoles is a place in which they will pray us all to death. It is meant to kill us."
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Studies have identified a significant 'skills gap' between what students are currently being taught and the skills employers are seeking in today's global economy. Our children must be better prepared than they are now to meet the future challenges of our ever-changing world.
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I am suggesting that quality in undergraduate education means giving students a perspective that is global.
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Helmut Walcha was a gifted organist, improviser, and composer! He would play Evensong every week at his church for free, the Dreikönigskirche in Frankfurt, where the audience would consist of only six or so of us students. When he would give a public recital that had a hefty ticket price, the church was packed.
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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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One teacher recently retired with a half-million dollars after 30 years of working hard, caring, dedicating herself and totally immensing herself in the problems of the students. That gave her $50. The rest of the money came from the death of a rich uncle.
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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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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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There are teachers and students with square minds who are by nature meant to undergo the fascination of catagories. For them, 'schools' and 'movements' are everything; by painting a group symbol on the brow of mediocrity, they condone their own incomprehension of true genius.
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I found with my students they don't necessarily look at journals any more, but they print right away from the internet what's relevant to what's he doing you see.
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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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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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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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I always tell my students to write the story all the way through, not to play with the language and fall in love with sentences that you then have to cut. I actually find that really difficult to do; there's something so demoralizing about looking at a pile of not very great sentences. As I ease into writing every morning, I tweak a sentence and then tweak a paragraph.
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Thousands of present day students, like many of our Founding Fathers, are being taught at home.
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Challenging schools to treat their students as customers with a choice, instead of inmates serving time.
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We all know that there are these exemplars who can take the toughest students, and they'll teach them two-and-a-half years of math in a single year.
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As I've started school I have a student-feeling wardrobe and then because I travel a lot, things feel very different for different places and days.
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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.
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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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What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don't understand it. You see my physics students don't understand it... That is because I don't understand it. Nobody does.
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We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.
