A Quote by James D. Watson
My whole life has been basically trying to find intelligent students or, you know, highly motivated students and giving them an opportunity to do good science.
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Students follow rules. Students complete assignments. The job of students - in part, at least - is to please their teachers. Now, I realize I may be exaggerating a little here, but basically I think I'm right: students do what they're told.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs.
I think the opportunity to deal with students and getting them properly oriented on science and theology and the relation between those is going to be important because science has been such an instrument used by the materialists to undermine the Christian faith and religious belief generally.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
By no definition of any modern scientist is intelligent design science, and it's a waste of our students' time to subject them to it.
If I ever treated being gay as a problem, then I'm going to continuously find problems, I'm never going to find solutions. Students consistently ask about my personal life, and I kindly let them know, "That's my personal life, you don't need to know that." I've never had a negative interaction with students or parents. I try to become a part of the community so that parents can feel as comfortable with their child moving along in the curriculum more so than me being a problem.
In real life, Oxford and Cambridge are two excellent universities, like many others in the country. They are full of highly intelligent, hard-working, and quite ordinary students and teachers.
Global pandemics, cyberwarfare, information warfare - these are threats that require highly motivated, highly educated bureaucrats; a national health-care system that covers the entire population; public schools that train students to think both deeply and flexibly; and much more.
I have find that today's students are often more tolerant of human variance than students in earlier generations might have been. On the other hand, some of our students need much more interaction with a wide variety of peers so they level of understanding deepens and so they are prepared to live in a world that is only going to get smaller.
Whenever I felt down, whenever I started wondering what homeless shelter I would die in, [my mother] would buck me up by telling me: you know, Paul, the A students work for the B students, the C students run the companies, and the D students dedicate the buildings.
I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!
Most teachers of self-discovery have two types of students. They have students they deal with in a more exoteric way than the esoteric students. Esoteric truths are presented to usually a smaller group of students.
Korean students are hard working, talented, and they do what they need to do. They succeed in exams. They are highly motivated to succeed in tests.
Online education that leaves almost everybody behind except for highly motivated students, to me, can't be a viable path to education.
Line up a group of Horace Mann students, interview them, and take a look at their resumes, and you'll be hard pressed to pick out the students who require extra time. So then, what qualifies these students to receive special accommodations on the SAT?
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