Quotes About Students

Teaching, I find, is not the most amusing thing on earth; in fact, with a stupid lump for a Pupil, it is about the most irksome.

I found early on in teaching, if you're too blunt an instrument, the students discredit you and think you're just being mean. They're not interested in what you have to say.

I learned that when something just has to be said to move the discussion along, or broaden it or deepen it, if I can just keep my mouth shut for five minutes a student will say it. So for me a lot of teaching is about keeping my mouth shut.

Teaching is so rewarding because when you see the look on student's faces when they get it, when you're able to excite them about what you're excited about; it's so rewarding, and it's so much fun.

Study after study affirms what I saw in the classroom every day as superintendent of Denver Public Schools: Nothing makes a bigger difference for student learning than great teaching.

I find teaching - I like it, but I find just walking into the classroom and facing the students very difficult.

When students have thanked me in the past for being their teacher, I have always felt that it was actually my love for the art of teaching they were speaking to.

The teaching fellow establishes the atmosphere of a class in the first few meetings. I have found that students appreciate having the ground rules clearly defined from the start.

My entire philosophy of teaching is based on the notion that when an artist finds a certain process really effortless, that's probably what he or she should choose to do. So often, students take the opposite tack; they have no use for the skills that come easily to them.

At 16, I went to Smith College in Massachusetts and that was right after the peak of the civil-rights movement and all the rest. It was an era when students were making demands and many black students were closer to the teachings of Malcolm X, or what they thought were his teachings.

The children start school now in August. They say it has to do with air-conditioning, but I know sadism when I see it.

The best method for preventing destructive cult involvement is preventative education. If students and the public at large are more aware of destructive groups beforehand they may better understand and resist their recruitment efforts.

Time is the best teacher, but unfortunately, it kills all of its students.

Are students so intimidated by expertise that they've lost confidence in their own powers of observation?

Although further evidence of Djugashvili's involvement is lacking, we do have confirmation that a group of forty or so students was forced to leave the seminary in the fall of 1899 in a manner very strongly suggesting that the school authorities found them to be engaged in forbidden clandestine activities.[

Expulsions on political grounds were numerous as early as the eighteen-seventies, when many of the students began applying their knowledge of Russian to the study of the populist literature coming from up north. Secret study and discussion groups flourished from that time on, and rebellious actions flared up on occasion.

Whistleblowers get fired and shot or crack up. You have to decide what you want to do. Do you want a career, or do you want to be an advocate? And where I've been an advocate, I do it not in my backyard. If I'm going to fight, I don't do it in the backyard. In other words, I can get more done by not doing it in the backyard. I can train my students in the right way to do things.

No amount of further research will provide an airtight model of instruction. There are simply too many variations in the situations, types of content, and types of students encountered across the K–12 continuum.

the use of rewards as a motivational strategy is clearly a risky proposition, so we continue to argue for thinking about educational practices that will engage students' interest and support the development of their self-regulation.

We believe that it is an injustice to the integrity of our teachers and students to simply advocate that educators focus on the use of rewards to control behavior rather than grapple with the deeper issues of (a) why many students are not interested in learning within our educational system and (b) how intrinsic motivation and self-regulation can be promoted among these students. (p. 50)

student achievement in classes with highly skilled teachers is better than student achievement in classes with less skilled teachers.

the observer might note that the teacher completes the strategy, but does not seem to monitor to see if the strategy is actually helping students activate their prior knowledge relative to the topic being studied.

The best students always are flunking. Every good teacher knows that.

When spontaneity and individuality and really good original stuff occurred in a classroom it was in spite of the instruction, not because of it. This seemed to make sense. He was ready to resign. Teaching dull conformity to hateful students wasn't what he wanted to do.