Students Quotes
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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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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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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 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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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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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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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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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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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 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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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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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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My students are constantly amazing me.
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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'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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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 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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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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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 was actually kind of a hot mess in high school. I did a lot of things in high school I'm not proud of. I wasn't a good student and I wasn't particularly a good daughter. I wasn't very engaged.
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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 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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Students are often in no position to judge 'relevance' until long after the fact.
