Students Quotes
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History offers us vicarious experience. It allows the youngest student to possess the ground equally with his elders; without a knowledge of history to give him a context for present events, he is at the mercy of every social misdiagnosis handed to him.
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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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Education is the sum of what students teach each other between lectures and seminars.
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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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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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Challenging schools to treat their students as customers with a choice, instead of inmates serving time.
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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.
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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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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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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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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 are constantly amazing me.
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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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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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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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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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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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Shut the door, they're coming through the window, shut the window, they're coming through the door," are the words to an old song. They fit my lifestyle with newly arriving butcher/censors every month. Only six weeks ago, I discovered that, over the years, some cubby-hole editors at Ballantine Books, fearful of contaminating the young, had, bit by bit, censored some 75 separate sections from the novel. Students, reading the novel which, after all, deals with censorship and book-burning in the future, write to tell me of this exquisite irony.
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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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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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When a Caltech student asked the eminent cosmologist Michael Turner what his "bias" was in favoring one or another particle as a likely candidate to compromise dark matter in the universe, Feynmann snapped, "Why do you want to know his bias? Form your own bias!"
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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.
