Quotes About Students

Education as socialization tells people what to think and how to act and requires them to conform. Education as socialization influences students simply to accept the rightness of our society.

Most textbook authors protect us from a racist Lincoln. By doing so, they diminish students' capacity to recognize racism as a force in American life. For if Lincoln could be racist, then so might the rest of us be. And if Lincoln could transcend racism, as he did on occasion, then so might the rest of us.

Gilbert computed that the average IQ for the twenty-one Nazi defendants, with a high of 143 and a low of 106, was 128—falling in the superior to very superior range of intellectual abilities. (For purposes of comparison, the average IQ is 100; that of college graduates is 118; that of doctoral students is 125.)

This is my favorite part of the day. "Good morning, Class Two C," I say. The entire class leaps up and sings out, "Good morning, miss!" Twenty-three faces are smiling at me. Sometimes they shout it with so much conviction that I laugh.

All kids—low-achievers, high-achievers, and those in the middle—deserve to have their educational needs met.

We tend to think that if a student is using a computer as part of an activity, then it's automatically a good activity. After all, they're using technology! But when we look at the results of that time spent at the computer, we really should be asking ourselves, how did this use of technology improve student learning?

I've come to believe that students would benefit more if we moved away from teaching them how to use technology and toward teaching them how to use technology to learn and think.

Today, when our just-right targets are more conceptual, teachers need to employ thinking skills to unravel information that the student has organized and retained. Further, informal self-assessment and observation techniques add to the body of evidence necessary for the teacher to truly know a student's level of performance and for the student to know his or her own level of performance in order to put forth the effort to improve.

When teachers grade by activities, it's nearly impossible to unpack the resulting data to show where the student needs to make gains. However, when teachers score by deconstructing an activity score into different benchmarks in the grade book, patterns emerge and become useful for describing the learner's performance, giving specific feedback about it, and making decisions about what to do next.

We should celebrate the fact that, unlike some countries in the world, the United States makes promises that we will never send any student away from our schools.

I have seen schools across the country working long and hard to embed a commitment to the unlimited development of every student into their cultures. The result, in terms of motivated learners and test scores, often is spectacular.

The N.C.A.A. is a multibillion-dollar business built on the talents of players who are often unqualified for or uninterested in being students and who benefit materially from the system only if they are among the few who turn professional.

We have found that the most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic.

I was one of those students that would protest and think the unrest will help create a revolution.

One of the lasting consequences of the unrest of the late 1960s was the removal of adult authority from the lives of undergraduates at many colleges. And, as a consequence, residential communities developed much as students themselves wanted them to.

I am grateful to my colleagues at Brandeis and to the unusual environment here that allows researchers to explore without boundaries while also engaging students in the process of discovery. This is a very special - perhaps unique - university.

To the UCLA students, alumni, and fans, I appreciate all of your unwavering support.

These ivy league students are in the upper echelon of the college boards and had great opportunity in front of them regardless of where they go to college. Its in their very nature and it is something they expect.

College students typically receive marketing offers in the mail from upwards of a hundred companies each year.

We are all concerned about the future of American education. But as I tell my students, you do not enter the future - you create the future. The future is created through hard work.

The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.

To increase student engagement and ownership of learning, we should give students opportunities to do meaningful work - work that makes a difference locally, nationally, and globally.

The work of education is divided between the teacher and the environment.

More drills for poor readers do not work.