Students Quotes
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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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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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I made 10 times as many images as the other students," he says of the early years. "I destroyed all those negatives except a few. I did it as a reminder that you can't afford to waste time: take it seriously.
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My students are constantly amazing me.
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We should also give students more flexibility in the courses they take in high school to prepare them for whatever their goals may be, without sacrificing our rigorous academic standards.
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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.
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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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But there are other parts of what we do here as college students and on a college team that also need to be fulfilled.
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A great teacher is one who realizes that he himself is also a student and whose goal is not dictate the answers, but to stimulate his students' creativity enough so that they go out and find the answers themselves.
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I consider myself a student, both in my work and my life, and I'm constantly learning and I'm constantly grateful for that.
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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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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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Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.
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We need teacher educators who regularly spend a great deal of time in classrooms so they have a deep understanding of where they students will teach.
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I think it's fairly unique to define the end goal of K-12 schooling as helping students become better thinkers, more creative thinkers, and to organize the whole school around creative and critical thinking.
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University students are rarely able to cope with universals and death is the most embarrassing universal.
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Law school has been described as a place for the accumulation of learning. First-year students bring some in; third-year students take none away. Hence it accumulates.
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We're teaching a generation of students who've been schooled to produce quick, right answers on demand. They are not comfortable with ambiguity. The implications of that in the long term are discomforting.
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The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.
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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] are exposed to many things the majority of their teachers didn't encounter until much later in their growing up years.
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Computers get better, faster than anything else ever. A child's PlayStation today is more powerful than a military supercomputer from 1996. But our brains are wired for a linear world. As a result, exponential trends take us by surprise. I used to teach my students that there are some things, you know, computers just aren't good at like driving a car through traffic.
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I don't consider myself an expert in the why. I don't consider myself an expert in leadership. I consider myself a student of leadership and I consider myself a student of the why. I'm constantly learning and I'm constantly looking for opportunities where it it will fail.
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When I talk to film students, I always say, "Buy the DVDs and listen to the commentaries, look at the making of, look at the behind-the-scenes," because that's such a great learning tool.
