A Quote by Jack Schlossberg
We, as Yale students, pride ourselves on being bright, curious and engaged citizens. We are part of an institution that aims to educate its students to better the world. We tend to think that we do not fit the stereotype of ignorance and apathy that is all too often associated with America.
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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.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
Everyone praises Harvard 'for the students.' But what makes Harvard's students so great is that they are, in many ways, a cross-section of the larger world. They are normal people who happen to be excellent, and this sets them apart. People who go to Yale go because they want to attend Yale. People who go to Harvard go because they can.
The work that I wanted to create wasn't being done then. I was too much concerned about fellow students, professors, institutional style [in Yale].
I've learned to accept the fact that my students are far too busy preparing for their own legal careers to care one bit about the off-campus antics of Professor Burke. I get the impression that my students are vaguely aware of my novels, but are at best mildly curious.
When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.
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.
Too often, our most vulnerable students - English-language learners, immigrants, poor kids, teenage parents, students with behavioral problems and learning disabilities - fall through the cracks.
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.
I told the students [at Yale] we were going to talk about love - I meant love in the sense of devotions to one's work - and about half the students got really pissed off.
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.
The purpose of schools should not be to prepare students for more school. We should be seeking to have fully engaged students now
Not since the days of the Hitler Youth have young people been subjected to more propaganda on more politically correct issues. At one time, educators boasted that their role was not to teach students what to think but how to think. Today, their role is far too often to teach students what to think on everything from immigration to global warming to the new sacred trinity of 'race, class and gender.'
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!
The loan crisis and the increasing slashing of funds for students, coupled with the astronomical rise in tuition, represent an unparalleled attack on the social state. The hidden agenda here is that when students graduate with such high debts, they rarely choose a career in public service; instead, they are forced to go into the corporate sector, and I see these conditions, in some ways, as being very calculated and as part of a larger political strategy to disempower students.
Arriving to class late is disruptive of the learning process. I think that it is disrespectful to both the instructor and the students. I generally find a problem with students being tardy to my 9:10 a.m. class, in which students would come in thirty minutes late to this fifty minute class. I started locking my door at 9:15 second semester.
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