A Quote by Alex Padilla

How can we expect students to succeed when they're worried about where they'll sleep, what they'll eat, and how they'll connect to the classroom? — © Alex Padilla
How can we expect students to succeed when they're worried about where they'll sleep, what they'll eat, and how they'll connect to the classroom?
I often suggest that my students ask themselves the simple question: Do I know how to live? Do I know how to eat? How much to sleep? How to take care of my body? How to relate to other people? ... Life is the real teacher, and the curriculum is all set up. The question is: are there any students?
I strive to view my students as unique human beings all of whom come to my classroom with a personal history, cultural perceptions and traditions, goals and aspirations as well as fears and insecurities. By employing the principles of Personalization, I am able to connect with my students in a genuine way in order to build trust, respect and rapport in the classroom.
I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.
Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
I think football is a lifestyle more than anything. It's how you eat, it's how you sleep, it's how you conduct yourself. It's just everything you do you have to keep in mind, is this going to help or have a positive impact on how my practice is going to be, how my workout is going to be, how the game is going to be.
It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.
What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.
There's something else that my mother taught me, public service is about service. And, as her daughter, I've had a special window into how she serves. I've seen her holding the hands of mothers, worried about how they'll feed their kids, worried about how they'll get them the healthcare they need.
You need to be a professional - how you train, how you eat, how you sleep, where you go outside of football.
If we can't find the next technological breakthrough, well, maybe we can be better than anyone else with how we treat our players and how we connect with players and the relationships we develop and how we put them in positions to succeed.
we expect definitions to tell us not only what is, but what to do about it; to show us how the world fits together and how its different parts connect and work. ... A label is the first step toward action.
People are worried about their bodies. They're worried about disease. They're worried about how they are able to get out and participate in the world.
Sleep and I do not have a good relationship. We have never been good friends. I am constantly chasing sleep and then pushing it away. A good night's sleep is my white whale. Like Ahab, I am also a total drama queen about it. I love to talk about how little sleep I get. I brag about it, as if it is a true indication of how hard I work.
I listened to the students on campus in Plymouth, worried about their steadily deepening debts and how on earth they would ever escape them.
How many are worried about a government shutdown? How many are more worried about it starting back up?
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