A Quote by Jaime Escalante
I do not believe in the gifted. If [the students] have ganas, I can make them do it.
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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.
What a gifted child is, in many ways, is a gifted learner. And what a gifted adult is, is a gifted doer. And those are quite separate domains of achievement.
President Obama is a gifted politician. He is gifted with rhetoric virtuosity. He is gifted with the ability to lie directly to camera without blinking. And he is gifted with some of the most incompetent conservative opposition in the history of the country.
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.
It is generally believed that it is the students who derive benefit by working under the guidance of a professor. In reality, the professor benefits equally by his association with gifted students working under him.
Gifted students represent a vital resource that has unlimited potential. We need to make sure that these exceptional young people have the support and services they need to be successful.
And then there is Pythagoras. The legend is that the founder of theoretical mathematics was so outraged when one of his students, the haplessly gifted Hippasus, discovered irrational numbers that he sent the poor fellow out on a raft to drown, initiating a venerable tradition of professors mistreating their graduate students.
Students will read if we give them the books, the time, and the enthusiastic encouragement to do so. If we make them wait for the one unit a year in which they are allowed to choose their own books and become readers, they may never read at all. To keep our students reading, we have to let them.
I've always felt I should do things 100 percent or not do them. It's all or nothing. That's what makes me a good athlete - doing things with all the 'ganas' I can.
Unlike many graduate fellowships, the Rhodes seeks leaders who will 'fight the world's fight.' They must be more than mere bookworms. We are looking for students who wonder, students who are reading widely, students of passion who are driven to make a difference in the lives of those around them and in the broader world.
"Ganas is all you need."
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.
We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle.
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!
I think about all of my students who were math-phobic, who didn't believe they could learn math, who didn't understand, who didn't think they were smart enough, and by the end, they understood that they already had the gifts, and my job was to help them access them, and I believe that.
The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.
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