A Quote by Sonam Wangchuk

It is important to engage students by focussing at what they wanted to do, rather than forcing them to do something. — © Sonam Wangchuk
It is important to engage students by focussing at what they wanted to do, rather than forcing them to do something.
The social business marketplace is effectively forcing brands to engage with consumers on the basis of something that is meaningful to them. More often than not, this takes the form of some core value that finds expression in a non-profit cause.
But I'd rather help than watch. I'd rather have a heart than a mind. I'd rather expose too much than too little. I'd rather say hello to strangers than be afraid of them. I would rather know all this about myself than have more money than I need. I'd rather have something to love than a way to impress you.
I believe in empowering people rather than advising them and forcing them in a direction which I feel is right.
This ideal of the Socratic academy is so reasonable that it may seem foolish to quibble with it. Of course, students should engage with ideas that they disagree with rather than silencing anything that challenges their worldview.
I feel we should be focussing on being more global rather than preferring only our Indian dance forms.
Lyrics are no more important than the music. There's no point in forcing them on people.
Sometimes parents squash students' interests because they are afraid of science or math. So they don't participate. You don't have to know the answers to engage kids; you just have to let them know it's important.
The important thing to understand about eliminating racial preferences in college admissions is that doing so does not lower the number of minority college students, it just redistributes them to schools for which they are actually qualified, rather than catapulting them into academic environments where they will inevitably struggle.
I hate the way people use slide presentations instead of thinking. People would confront a problem by creating a presentation. I wanted them to engage, to hash things out at the table, rather than show a bunch of slides. People who know what they're talking about don't need PowerPoint.
In a world where audiences listen for attitudes rather than arguments or information, speakers must feel the pressure to posture rather than engage.
And, in the case of schools, or anything else, if you have something that is forcing you to do better than you did the day before, it makes you look forward and it makes you think in a way that's going to make the product better, which is the students and the education.
No one wants one language. There are applications when it's appropriate to write something in C rather than in Java. If you want to write something where performance is much more important than extensibility, then you might want to choose C rather than Java.
I don't know that I ever wanted greatness, on its own. It seems rather like wanting to be an engineer, rather than wanting to design something--or wanting to be a writer, rather than wanting to write. It should be a by-product, not a thing in itself. Otherwise, it's just an ego trip.
I think it's important to always stay critical. But rather than dwelling on it and wishing I could change something, it's important to just take those lessons learned and those new notes and apply them to the next thing.
If there's going to be another movement, another direction in architecture, it has to engage people differently. Other than saying, here, look at this, isn't this amazing? It has to interactively involve them other than as spectators ... it has to engage them as creators.
We do students a great disservice by implying that one set of students is more important than another.
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