Quotes About Students

I went to a state school in south-west London. It was a brilliant school for the students that really wanted to learn. But it was not a great school for the students that - in my opinion - didn't want to learn, i.e. me. I really wasn't interested by it.

We need to align the incentives so that colleges have an incentive to keep down their costs... to graduate students on time with degrees in areas where they're going to be able to get jobs and going to be able to pay back those loans.

One teacher, Susan Atkins evoked the experience of many of her colleagues when she said, "It's not just one classroom. It's every class. There's a core and you never know what they're going to throw at you, and the other kids watch, wondering if the 'core' is going to come after them.

I believe that most of us, students and artists alike, ought to concern ourselves less with what we think is the right way to draw and more with letting our feelings flow through our hand. In this way, we stretch our dynamic nature. Our larger goal should be to draw in a way that expresses our vision.

I became a teacher again, a teacher who finally understood that there's only so much you can teach. The excellence lives in the students themselves. The excellence is theirs alone to give.

Teaching is structure, teaching is the room we build for the students who will come and then slip through—in and out, on their way to other places, other rooms, other stories, other teachers, other teachings. Your students will find you, they will watch you, they will ask you, they will read with you, they will escape you, they will transcend you, they will replace you, they will become their own instructor, the most potent person in their room.

Children should learn that reading is pleasure, not just something that teachers make you do in school.

The First Amendment does not require students to leave their religion at the schoolhouse door. … If students can wear T-shirts advertising sports teams, rock groups or politicians, they can also wear T-shirts that promote religion. … Religion is too important to our history and our heritage for us to keep it out of our schools.

A top-quartile teacher will increase the performance of their class — based on test scores — by over 10 percent in a single year. … That means that if the entire U.S., for two years, had top-quartile teachers, the entire difference between us and Asia would go away.

Students deserve great teachers. And teachers deserve the support they need to become great.

Most, perhaps all, of us were from middle-class families and trying to pay our way through college. Waitresses could clear from $1,000 to $1,500 for the summer, bellhops $800 or so. Now this may not seem like a lot, but at the University of Illinois in the sixties my tuition for a semester was—parents, do not commit hara-kiri—$135.

As a student I learned from wonderful teachers and ever since then I've thought everyone is a teacher.

Do we talk about the dignity of work? Do we give our students any reason for believing it is worthwhile to sacrifice for their work because such sacrifices improve the psychological and mental health of the person who makes them?

What is American education? What should our students be taught? Is hip-hop something that is worthwhile and useful for students to learn? Of course, if you're learning it from KRS-One, I would say yes.

I was at Leeds Carnegie, the ninth tier. And I was coaching students. There would have been hundreds of managers with more experience. So I had to go to the fourth tier of Swedish football, pretty much in the Arctic circle.

I worked in a number of high schools in New York, and I wound up at Stuyvesant High School, which is known nationally for producing brilliant scientists and mathematicians, but I had writing classes. I thought I was teaching. They thought I was teaching, but I was learning.

The faith I was born into formed me. I come from a missionary family - I grew up in China - and in my case, my religious upbringing was positive. Of course, not everyone has this experience. I know many of my students are what I have come to think of as wounded Christians or wounded Jews.

Boston was incredible. I had some of the best experiences of my life there at Berklee because I met a bunch of other people who were at the exact same stage in life and interest as me. There were American and international students all wrapped up in the Berklee environment, where you basically did nothing but music 24/7.

I seem to get totally wrapped up in teaching and working with students during the school year. During the summer, I try to spend time in the real world, writing code for therapy and perhaps for some useful purpose.

I think I am a tough grader, because I feel like it's my job to teach them to write well. I hope my students say I'm a fair teacher.

Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers... reason clearly or perform competently in analyzing complex, non-technical problems.

I have a boundless passion for Flaubert. It's unthinkable to me that someone might not have read 'Madame Bovary.' He writes with a scalpel. Everything has meaning. My students were not allowed not to like him!

The head-master made a

I treat every student who walks through those doors the same because we are here to teach, if not political science, maybe a little something about critical thinking or even—gasp!—life. If students came to us fully formed and without insecurities, what would be the point?