Students Quotes
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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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Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.
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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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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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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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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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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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TO: ALL TEACHERS FROM: JAMES J. MCHABE, ADM. ASST. PLEASE PLOT AND HAND IN THE MEDIAN PERCENTILE CURVE BASED ON THE MIDTERM MARKS IN EACH OF YOUR CLASSES. IF A CLASS CURVE FALLS BELOW THE PERCENTILE OF FAILURES ALLOTTED TO IT, THE EFFICACY OF THE TEACHER MUST BE QUESTIONED. TEACHERS WITH THE HIGHEST NUMBER OF PASSING STUDENTS ARE TO BE COMMENDED.
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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 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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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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My students are constantly amazing me.
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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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[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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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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University students are rarely able to cope with universals and death is the most embarrassing universal.
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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.
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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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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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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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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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The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.
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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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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.
