Students Quotes
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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 am writing this during my free . . . oops! un-assigned period, at the end of my first day of teaching. So far, I have taught nothing — but I have learned a great deal. To wit: We have to punch a time clock and abide by the Rules. We must make sure our students likewise abide, and that they sign the time sheet whenever they leave or reenter a room. We have keys but no locks (except in lavatories), blackboards but no chalk, students but no seats, teachers but no time to teach. The library is closed to the students.
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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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I wanna try and stay a student for life.
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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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Students are often in no position to judge 'relevance' until long after the fact.
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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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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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A true master gives all his knowledge. But only when the student is ready.
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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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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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[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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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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Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.
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I don't believe in colleges and universities. I believe in libraries because most students don't have any money. When I graduated from high school, it was during the Depression and we had no money. I couldn't go to college, so I went to the library three days a week for 10 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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The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.
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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 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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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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University students are rarely able to cope with universals and death is the most embarrassing universal.
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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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[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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We do not need to teach students to embrace the status quo.
