Quotes About Students

Much more important is noticing—and helping the students notice—what they are doing well, particularly the leading edge of what is going well. This leading edge is where the student has reached beyond herself, stretching what she knows just beyond its limit, producing something that is partly correct. This is the launching pad for new learning.

For example, Pegeen's students have constructed time lines of their lives, replete with photos and annotations, and posted them on the wall, inviting conversations about change.

At other times the school has been less successful. As an institution, the school has not always been able to meet the unique needs of all of it students. For some of these students, RVA has exacerbated personal problems that might have been dealt with in a healthier way elsewhere. p219

É muito difícil ler os clássicos; logo a culpa é dos clássicos. Hoje o estudante faz valer a sua incapacidade como um privilégio. Eu não consigo aprender isto, portanto alguma coisa está errada nisto. E há especialmente alguma coisa errada com o mau professor que quer ensinar tal matéria. Deixou de haver critérios - para só haver opiniões.

Now – those who got it right. On the count of three, I'd like you to sit down if you'd seen the question before. 1, 2, 3!"  Everyone who was standing sits down. This gets a huge laugh. The students who got the answer wrong suddenly feel much better about their mistake: in a Harvard class, not a single person got it right unless they had seen it before.

To acclimate students to misery under the rubric that so doing prepares them for life is a cynical notion—and a horrifying one.

Bobby Edson, like most coaches, was a kind of mystic: he believed the cosmos was endowed with an ineffable muffling system that rendered all the racist, sexist, tasteless and denigrating remarks made by coaches inaudible to the students about whom they bellowed them.

i have no idea why anyone would want to become a teacher. i mean, you have to spend the day with a group of kids who either hate your guts or are kissing up to you to get a good grade.

i have no idea why anyone would want to become a teacher. i mean, you have to spend the day with a group of kids who either hate your guts or are kissing up to you to get a good grade. that has to get to you after a while, being surrounded by people who will never like you for any real reason.

I thought about this for days, just as I thought of the special-ed teacher I met in Pittsburgh. You know, I said, I hear those words and automatically think Handicapped, or, Learning disabled. But aren't a lot of your students just assholes? You got it, she said. Then she told me about a kid - last day of class - who wrote on the blackboard, Mrs. J____ is a cock master. I was impressed because I'd never heard that term before. She was impressed because the boy had spelled it correctly.

The way I saw it, if my students were willing to pretend I was a teacher, the least I could do was return the favor and pretend that they were writers.

Adrienne started teaching a few months ago in Denver and wrote that it leaves you with a constant feeling of deceiving people. That you know nothing they don't, or couldn't learn on their own if they cared to.

I realized I was a teacher when I felt warm during class and got up to open the door. Later on there was noise in the hallway, so I got up and shut it. Students can't open and close the door whenever they feel like it.

Something has changed, and now, when I look at my students, I see only people who are going to eat up my time.

As students, we have all known two types of teachers, the pedantic and the inspiring. The former have a definite method and operate according to well-established habits; the latter need neither, because they know the subject through and through, Indeed, we may say that teaching methods, which generate subjective habits, are but poor substitutes for the kind of objective intimacy with the subject matter to be taught, which we call 'habitus

I always tell my students: A style is a means of insisting on something. A line of Sontag's.

I always tell my students: a style is a means of insisting on something.

After I stop wrestling, my dream is to open a wrestling academy, train students and produce more Geetas and Babitas!

I always talk to my students about the need to write for the joy of writing. I try to sort of disaggregate the acclaim from the act of writing.

Educationists and teachers should think how they could play a role in making students spend time doing creative activities.

I deeply love the students that I serve. I tried to do anything in my power to give them additional resources and support so they could do well in school and beyond.

It's time to start putting actually the students first and not anyone else.

American students arrive at college knowing almost nothing about history, literature, art, or philosophy.

Students of extraordinariness lack strong models that can be crisply tested.