Students Quotes
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When you care about perfection, you care about an expectation. But there is also caring for where I am right now, for what's happening right now. When I spend time with students, they tell me that they've read something in a book or heard something from a teacher that they don't think they're living up to. And I tell them, “Take care of yourself right now. Befriend what's happening, not just who you're supposed to be or what the world should be like. This is where you are now. So how do you care for yourself this minute?
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I am a teacher born and bred, and I believe in the advocacy of teachers. It's a calling. We want our students to feel impassioned and empowered.
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It seems to me that the students are now half-awake enough to try and wake up their brother workers. If you don't pass on your own awareness then it closes down again.
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No one, and the liberal cognoscenti least of all, wants to look at why, after decades of throwing money at a rotting educational establishment and years of racial preferences black students are worse off than ever.
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One of the unfortunate things about our education system is that we do not teach students how to avail themselves of their subconscious capabilities.
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On May 15, 1957 Linus Pauling made an extraordinary speech to the students of Washington University. ... It was at this time that the idea of the scientists' petition against nuclear weapons tests was born. That evening we discussed it at length after dinner at my house and various ones of those present were scribbling and suggesting paragraphs. But it was Linus Pauling himself who contributed the simple prose of the petition that was much superior to any of the suggestions we were making.
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What counts, I found, is not what you cover, but what you uncover. Covering subjects in a class can be a boring exercise, and students feel it. Uncovering the laws of physics and making them see through the equations, on the other hand, demonstrates the process of discovery, with all its newness and excitement, and students love being part of it.
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If we study learning as a data science, we can reverse engineer the human brain and tailor learning techniques to maximize the chances of student success. This is the biggest revolution that could happen in education, turning it into a data-driven science, and not such a medieval set of rumors professors tend to carry on.
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The students wanted to speak to the government, and the police answered with bullets.
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Socrates had a student named Plato, Plato had a student named Aristotle, and Aristotle had a student named Alexander the Great.
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In 1965, I was teaching a seminar on freedom when I told my students that the ultimate freedom lay in casting a dice to decide what to do. They were so shocked and fascinated that I knew I had to write the book.
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Regardless of your subject matter, there are ways to engage students in critical thinking about racism which are relevant to your discipline.
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My father once told me of a trick question he used in a college class on forest fire control. If there was a fire coming from a certain direction and wind was coming from another, what was the best thing to do? The right answer was, "Run like hell and pray for rain," but few students ever got it. So allow yourself the freedom of knowing there are times to bail out, quit, run, leave the struggle, and have more time for joy.
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Slowly, a number of students are beginning to get more interested not only in entrepreneurship but in learning more generally what it takes to make a difference with their research.
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This burden is going to be a great one. One in four of these students have dependent children and more than 75 percent are first-generation students.
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I think we should stop asking people in their 20s what they 'want to do' and start asking them what they don't want to do. Instead of asking students to 'declare their major' we should ask students to 'list what they will do anything to avoid.' It just makes a lot more sense.
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I was a mere 29-year-old instructor at Kyoto, enjoying daily research work with some young students. Nothing had prepared me to be a professor at a major national university. Being too young and inexperienced to be a Full Professor, I was first appointed Associate Professor of Chemistry.
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It is insight into human nature that is the key to the communicator's skill. For whereas the writer is concerned with what he puts into his writings, the communicator is concerned with what the reader gets out of it. He therefore becomes a student of how people read or listen.
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What is the matter with universities is that the students are school children, whereas it is of the very essence of university education that they should be adults.
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Our students wanted to know everything: but only the newest theory seemed to them worth bothering with. Knowing nothing of the intellectual achievements of the past, they kept fresh and intact their enthusiasm for 'the latest thing'. Fashion dominated their interest: they valued ideas not for themselves but for the prestige that they could wring from them.
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A student never forgets an encouraging private word, when it is given with sincere respect and admiration.
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The rule should be HS students should be allowed to pursue their career.
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As any sin passes through its stages from temptation, to toleration, to approval, its name is first euphemized, then avoided, then forgotten. A colleague tells me that some of his fellow legal scholars call child molestation "intergenerational intimacy": that's euphemism. A good-hearted editor tried to talk me out of using the term "sodomy": that's avoidance. My students don't know the word "fornication" at all: that's forgetfulness.
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The fact that my students could be in a little college in a little college town on the coast of Rhode Island, and be connecting in other countries with other people, did open them up and empower them and their sense of being. Whether it affected their writing, it's hard to tell.
