Students Quotes
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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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So, when you train no-gi all the time, the no-gi style evolves quicker, twice as fast. Especially, the way we do it at 10th Planet, I am not just the one conveying the knowledge. All my students are involved.
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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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It's disappointing because it's a great conference. Schools have a big-enough attendance that students should fill it up when the adults don't.
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When you became a student at Oxford you realized both your own mortality, in the flow of this near-millennium of students, and also the small particle of immortality that attaches to you when you begin to belong to an immortal place.
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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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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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The whole concept of higher education is negated unless the sole criterion used to determine if students qualify is the grades they score on standardized tests. Education is purely an issue of learning - we can no longer afford to have it polluted by damn politics. Leave pollution up to the politicians
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I teach a 14-week semester, and one of the things I do when I have to teach literature is, for the first half hour of the class, I have the students write the beginning of a new story every week. At the end of the semester, even if they have learned nothing about literature, at least they'll have 14 beginnings that they can take with them.
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I don't know what's the matter with people: they don't learn by understanding, they learn by some other way — by rote or something. Their knowledge is so fragile!
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Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.
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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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School is at its best when it gives students the expectation that they will not only dream big, but dream dreams that they can work on every day until they accomplish them-not because they were chosen by a black-box process, but because they worked hard enough to reach them.
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[Students] are also accustomed to having quick access to information. The idea of "storing" data in their heads can seem pointless. I find that they are also much more interested in learning through problem solving and group collaboration than in the past.
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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 want to be a student for life.
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The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
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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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Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.
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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 take my fearless approach into my teaching by helping my students to realize their potential through yoga. I have a gift for making difficult poses accessible and reminding people that postures, and anything in life, are only as hard as you make them out to be.
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A true master gives all his knowledge. But only when the student is ready.
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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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If the professors of English will complain to me that the students who come to the universities, after all those years of study, still cannot spell 'friend,' I say to them that something's the matter with the way you spell friend.
