Quotes About Students

You must love teaching', one mother said to Mr. Shevvington. 'Yes indeed. I think of each class as a zoo.' He laughed..'Twenty-six to a cage.

Dear Ms. Dunne, I was hoping that you could come to the school to discuss Katie's rapidly deteriorating behavior in class. Her attention span is short and she distracts other students by her note-passing. How does Wednesday after school sound? You can reach me at the school. You know the number. Ms. Casey To Katie, What do you mean your mum just laughed? From Toby Ahern, Cecelia (2005-02-01). Love, Rosie (p. 99). Hachette Books. Kindle Edition.

A friend of mine tells a story about some Israeli students who were called up in the 1973 Yom Kippur War. As soon as they were notified, they went back to their rooms at University, and each packed his gear, a rifle, and a book of Yehuda Amichai's poems.

We need to make sure that we have mental health counselors in our schools. We need to make sure that we have possibly a law enforcement security guards in each one of the schools.

I was a Science student and it is often believed that all those who study Science are only good in academics, so many students sent me messages saying how I have become an inspiration for them.

Middle school students are at a critical time in their lives when making good choices matters - the decisions they make in these formative years have an impact on their future success.

I feel like I'd be a really good teacher. I would go for middle school... those high schoolers would be difficult to deal with.

From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.

We want to assist [students] in finding their inner genius and support them in guiding it into pathways that can lead to personal fulfillment and to the benefit of those around them.

I believe that all genial classrooms share at least five characteristics that guide their instruction regardless of content or grade level. These characteristics are (1) freedom to choose, (2) open-ended exploration, (3) freedom from judgment, (4) honoring every student's experience, and (5) belief in every student's genius.

These are difficult times for educators who believe that learning is worth pursuing for its own sake and that the chief purpose of school is the nurturing of students as whole human beings.

The story of American history that most students have encountered for at least the past several decades amounts to a series of drearily predictable clichés: the Civil War was all about slavery, antitrust law saved us from wicked big business, Franklin Roosevelt got us out of the Depression, and so on. From the colonial settlements through the presidency of Bill Clinton, this book, in its brief compass, aims to set the record straight.

He began to see that the town life was a book of humanity infinitely more palpitating, varied, and compendious than the gown life. These struggling men and women before him were the reality of Christminster, though they knew little of Christ or Minster. That was one of the humours of things. The floating population of students and teachers, who did know both in a way, were not Christminster in a local sense at all.

It was summer, a weekday, and midafternoon; no time for any campus Oedipa knew of to be jumping, yet this one was. She came downslope from Wheeler Hall, through Sather Gate into a plaza teeming with corduroy, denim, bare legs, blonde hair, hornrims, bicycle spokes in the sun, bookbags, swaying card tables, long paper petitions dangling to earth, posters for undecipherable FSM's, YAF's, VDC's, suds in the fountain, students in nose-to-nose dialogue.

In short, some of the least qualified students, taught by the least qualified professors in the lowest quality courses supply most American public school teachers.

The hubris of imagining that one can judge merit, as distinguished from judging behavior and performance, can be seen in attempts of educators to grade students according to how well they used their own ability, rather than how well they performed relative to some fixed standard or to other students.

lifelong benefits [to students who learn to think for themselves] include a healthy skepticism towards political slogans and a healthy desire to check out the facts before repeating rhetoric on other issues.

Students mismatched with institutions whose standards they did not meet would either fail to graduate as often as others or would manage to graduate only by avoiding difficult subjects like science, technology, engineering, and mathematics.

No small part of the existing problems of the public schools is that the school day is already so long and boring, with so little to challenge the ablest students. Moreover, many average and below-average students who have lost all interest are retained by compulsory attendance laws for years past the point where their presence is accomplishing anything other than providing jobs for educators.

The availability of federal grants and loans to help students meet rising tuition costs virtually ensures that those costs will rise. A college which kept tuition affordable could forfeit millions of dollars annually in federal money available to cover costs over and above what students can afford, according to a financial aid formula. Arguments

People who have already been out in the real world, practicing for years whatever their particular specialty might be, have some basis for determining which things are relevant enough to go into a curriculum to teach those who follow. The idea that students can determine relevance in advance is one of the many counterproductive notions to come out of the 1960s.

The idea that students can determine relevance in advance is one of the many counterproductive notions to come out of the 1960s.

The 50,000-plus students on waiting lists for admission to charter schools in New York City,1 where per-pupil expenditures average more than $20,000 a year,2 represent more than a billion dollars a year that could be lost by the traditional public school system in New York City alone, if all the students on those waiting lists were able to get into charter schools. And that is just the initial financial loss in one city during one year.

Drug prevention and sex education might seem to be very different activities, and a program for gifted and talented students still more different from both of these. But that is true only where these programs are legitimately confined to what they claim to be. Far too often, however, these words are mere flags of convenience under which schools set sail on an uncharted sea of social experimentation