A Quote by Davis Guggenheim
I was a terrible student. When I went to Sidwell Friends, there were 100 kids in my class. I was the worst student, by far. But I had a few teachers who, despite all that, believed in me.
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The greatest teachers are the ones that turn a B student into an A student, or a failing student into a B student.
An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers?
A Student is the most important person ever in this school...in person, on the telephone, or by mail.
A Student is not dependent on us...we are dependent on the Student.
A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so.
A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.
Student is #1. If a student comes to me and needs an hour after class of my time, I am going to give him everything without hesitation.
For me, I was always the only woman in my cohort, first as a mechanical engineering undergraduate student, then as a chemical engineering graduate student. There were very few women getting degrees in those fields at the time. My role models were men - great men role models.
I felt slightly superior to student politics, for instance. I had no reason to think this, but I thought of myself as slightly more seasoned. I became quite cynical talking to my student friends.
I had done student films for the School Of Visual Arts and for NYU and all these schools in New York, so those were my first film experiences, but they were student films, so I guess they don't really count.
I was terrible student at Michigan, terrible. Because there was too much else to do. I was learning form too many other sources to go to class.
I wasn't a particularly brilliant student, but on the other hand, I was very active in Student Union affairs and in student politics.
There are few student species more nakedly ambitious, focused, and future-oriented than the average Harvard law student.
You could go church and you could describe your worst behavior, your worst self, and despite your worst behavior you would be forgiven and then redeemed and then accepted back into the community through communion. So you didn't have to carry this burden your entire life. Once a week you went someplace you went someplace where you could really look terrible and be loved despite how terrible you were.
I do not need to establish a deep, lasting, time-consuming personal relationship with every student. What I must do is to be totally and nonselectively present to the student-to each student-as he addresses me. The time interval may be brief but the encounter is total.
A teacher had two types of students. One type of student is a close student. The other is also a close student, but not in the sense of physical proximity. The close students rotate a lot.
When I entered high school I was an A-student, but not for long. I wanted the fancy clothes. I wanted to hang out with the guys. I went from being an A-student to a B-student to a C-student, but I didn't care. I was getting the high fives and the low fives and the pats on the back. I was cool.
One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.
Schools shouldn't have to choose between serving a student with special needs or cutting an art class, laying off teachers or using outdated textbooks. But these are the positions that far too many schools have been placed in, and only a meaningful acknowledgment of the problem can begin the process of getting them out.
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