A Quote by Adam Fletcher
It's really seeing student involvement … as a variety of opportunities that are appropriate for each given student and responsive to their individual needs and their desires for their educational experience.
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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.
My obligation is to focus on the priorities of classroom instruction, parental involvement and student safety, targeting student performance and eliminating unnecessary administrative costs.
It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement.
The APR provides a real-time snapshot of what is happening with our individual student-athletes today. However, it does not address some of the realities that exist in sports played during the spring semester, where student-athletes accept professional opportunities before graduating or before exhausting their eligibility.
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.
The greatest teachers are the ones that turn a B student into an A student, or a failing student into a B student.
We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.
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.
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When I was a UA student, I was given the ultimate runaround when my student group wanted to bring author and activist David Horowitz to speak on campus.
I wasn't a particularly brilliant student, but on the other hand, I was very active in Student Union affairs and in student politics.
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Technology has enormous potential to address educational needs more efficiently, help teachers improve their performance, and enrich and individualize student learning.
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.
I think I can be pretty focused, but as I say, it was more wanting to be the good student, seeing myself as a good student, and also, my parents had expectations. They wouldn't have cared if I got a B or a C or even a D.
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