Students Quotes
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Education is the sum of what students teach each other between lectures and seminars.
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I always tell students that the first question to ask about any historical action is this: who makes money out of the deal?
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Americans want students to get the best education possible. We want schools to prepare children to become good citizens and members of a prosperous American economy.
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Students should not only be trained to live in a democracy when they grow up; they should have the chance to live in one today.
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We aren't quite sure what we're trying to differentiate, and therefore can't quite see how to do it other than giving some students more to cover and some less. That rarely works.
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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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I'm very struck by what you can do in a classroom. I've got 200 students. You don't do partisan politics in a classroom, that's not appropriate. But you want to give them a strong sense that these are the issues that matter.
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It was interesting to note that higher standards were seen not as an investment in students; they were seen, first and foremost, as a threat to teachers.
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My students are constantly amazing me.
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Anyone can use these sites - companies and colleges, teachers and students, young and old all make use of networking sites to connect with people electronically to share pictures, information, course work, and common interests.
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As I continue to teach, I have more to offer my students, and as I continue to teach, I have more to learn from my students. I do know some writers who feel very drained when they leave the classroom, and for me this would be a sign that maybe it's time to take a break or refocus because I always leave the classroom even more excited than I was when I walked in.
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Prior to being allowed to enter the profession, prospective teachers should be asked to talk with a group of friendly students for at least half an hour and be able to engage them in an interesting conversation about any subject the prospective teacher wants to talk about.
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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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If a teacher wants to know something why doesn't she look it up herself instead of making we students do it? We benefit ourselves more by listening to her, after all she's the teacher!
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Unfortunately, I was like a lot of my own students, who don't really want criticism, just encouragement.
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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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We could teach photography as a way to make a living, and best of all, somehow to get students to experience for themselves photography as a way of life.
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I want to be a student for life.
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It is to be emphasized that no matter how many amplitude arrows we draw, add, or multiply, our objective is to calculate a single final arrow for the event . Mistakes are often made by physics students at first because they do not keep this important point in mind. They work for so long analyzing events involving a single photon that they begin to think that the arrow is somehow associated with the photon rather than with the event.
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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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I don't think that we need to raise tuition on our students. I don't think that our students should be made to pay for the mistakes of our past politicians and the promises they made.
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We need to understand where are students are at any point during a unit - in other words, what each student actually knows, understands, and can do at a given time based on the content goals we've established.
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What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis undermines students' interest in learning, makes failure seem overwhelming, leads students to avoid challenging themselves, reduces the quality of learning, and invites students to think about how smart they are instead of how hard they tried.
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I was a bike rider, a photographer and a history student, probably in that order. (On his early years)
