Quotes About Students

One student laid it wide open when she said with complete candor, "Of course you can't eliminate the degree and grading system. After all, that's what we're here for." She spoke the complete truth. The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.

The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor...to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

He was ready to resign. Teaching dull conformity to hateful students wasn't what he wanted to do.

If they already knew what was good and bad, there was no reason for them to take the course in the first place. The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor—to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

As I've said many times before, in the real world, the A students often go to work for the C students--and the B students work for the government.

Whenever the teacher said, "If you don't get good grades, you won't do well in the real world," Mike and I just raised our eyebrows. When we were told to follow set procedures and not deviate from the rules, we could see how school discouraged creativity. We started to understand why our rich dad told us that schools were designed to produce good employees, instead of employers.

Hairwoman is torturing us with essays. Do English teachers spend their vacations dreaming up these things?

Brian and I were both science students. You know science sort of math and physics side, you know.

Schools ought to teach students to challenge secular ideologies masquerading as science in the classroom.

I can't tell you how many people say they were turned off from science because of a science teacher that completely sucked out all the inspiration and enthusiasm they had for the course.

When students cheat on exams it's because our school system values grades more than students value learning.

The oppressed grows weightless: doze/n th/rough c/and/or man/aged leg/ions stud/ents

The lust for slave profits engulfed even some of the priests, who abandoned their preaching, took black women as concubines, kept slaves themselves, and sold their students and converts into slavery.

Project: Potential was a separate class that the gifted students went to for an hour each day. The name was supposed to make it exciting, like Code Name: Cursive or Mission: State Capitals.

There are students that are scattered, who need to see something through to the finish, but I would say there are possibly more who do not entertain the leaps of the mind that need to be nurtured, and this desire to finish becomes more about being a good student than about finishing something interesting. Where does work ethic fit in with writing? I think that's pretty complicated from one writer to the next. You need some kind of work ethic, but what does it look like for you?

We know that, when teaching students, only the utmost care and patience will ever work: we must never raise our voices, we have to use extraordinary tact, we must leave plenty of time for every lesson to sink in, and we need to ensure at least ten compliments for every one delicately inserted negative remark. Above all, we must remain calm.

One of the hardest things for boys to learn is that a teacher is human. One of the hardest things for a teacher to learn is not to try to tell them.

Q and Beanpole and I giggled at the way our math teacher, Mr. Sung-Li, wore four pencils in his shirt pocket in case he was suddenly attacked by a multiplication problem or something.

But too often we dread being stuck. Especially our students and young people. We believe that if we are stuck we have failed. On the contrary, we should welcome getting stuck. We should embrace getting stuck. That's when discovery begins.

time proved that the persistent educational gap between black and white students was only indirectly traceable to segregation. Instead, the root of the problem appeared to be the substantial disparities in the resources provided to black students relative to white students. Many, including myself, decided that given the difficulty of integrating black and Latino students with their swiftly fleeing white counterparts, we should concentrate on desegregating the money.

Someone asked me once at a talk why I so stress the positive with my students yet am such an unstinting critic of those who run our culture and who are killing the planet. I answered immediately, "Power. If I've got power or authority over someone, it's my responsibility to use that only to help them. It's my job to accept and praise them into becoming who they are.

The establishment's reply is that dissenting students are bent, not on positive innovation, but on negative disruption. Against this, however, it can be argued that these two processes are very closely related and that the former only degenerates into the latter when it finds itself blocked.

Grants to universities doubled, and a federal technical and vocational training program expanded schools and kept hundreds of thousands of students from an overcrowded labour market.

Teachers can teach only when students want to learn. No one can help a student who does not want to learn just