Students Quotes
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For students in Iowa, I think it sends the wrong message. I think it undermines our credibility when in one area we have the authority to set standards, we have such a minimum that is, in my opinion, embarrassing.
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One works in one's laboratory - one's chaotic laboratory - with students and colleagues, doing what one most wants to do - then all this happens! It is overwhelming.
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Warren Street was at the high end of the New Romantic scene. They were mostly college art students and people who knew top designers.
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Start-ups like UniversityNow, a network of low-cost, online colleges, allows students to work at their own pace and pay a few hundred dollars a month for a degree.
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Manga uses Japanese traditional structures in how to teach the student and to transmit a very direct message. You learn from the teacher by watching from behind his back. The whole teacher-master thing is part of Asian culture, I think.
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I have assigned many of my father's basses to students, without endangering their lives. Also, they do no harm to the fingers.
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When I taught, all my best students were women.
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I learned what research was all about as a research student with Stoppani ... Max Perutz, and ... Fred Sanger... From them, I always received an unspoken message which in my imagination I translated as "Do good experiments, and don't worry about the rest."
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I find it shameful that in nearly all the universities of Europe, Palestinian students sponsor and nurture anti-Semitism.
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It is a general truth that students of language in every era try to colonize some or all of the other human sciences.
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Be a lifelong student. The more you learn, the more you earn and the more self-confidence you will have.
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It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.
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It helps over time to lift our national standard ... but AP doesn't reach all students. Indeed, the challenge of high schools is, first of all, reducing a dropout rate that, nationally, is almost one-third.
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I was a student of Sanford Meisner for three years at the Neighborhood Playhouse, and I studied with Lee Strasburg for five years and became a member of the Actors Studio. What I studied came right from the horse's mouth. My students have a lot to learn from me, and I am so eager to share it.
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I don't think there are any students who should not be exposed to a basic financial literacy course.
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It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.
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I am always urging my students to honor their writing practice, to set up a schedule.
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The man who knows how will always be the student, but the man who knows why will continue to be the instructor.
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One of my students had written wistfully of a dream-school that would have "windows with trees in them.
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I don't know, except that the only simple answer, I think, is that SCLC [Southern Christian Leadership Conference] had never really developed an organizing technique. I've always characterized the difference in saying that they went in for mobilization. And, to be honest, in terms of the historical facts, their mobilization usually was predicated upon some effort at organizing by someone else. And, at this stage, it was largely SNCC.
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I studied English at Princeton in the early eighties in what I consider a period of high obscurity. Professors and students ran around discussing the work of critics and philosophers that I doubt they'd read or understood.
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One of the first things we teach medical students is to listen to the patient by taking a careful medical history. Ninety percent of the time, you can arrive at an uncannily accurate diagnosis by paying close attention, using physical examination and sophisticated lab test to confirm your hunch (and to increase the bill to the insurance company).
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It is not the aim of Kenpo to merely produce a skillful as well as powerful practitioner, but to create a well integrated student respectful of all.
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Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
