A Quote by Kenny Troutt
I have this philosophy that A and B students work for C students.
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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.
Whenever I felt down, whenever I started wondering what homeless shelter I would die in, [my mother] would buck me up by telling me: you know, Paul, the A students work for the B students, the C students run the companies, and the D students dedicate the buildings.
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.
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.
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.
B students work for C students - A students teach.
One of the things that make community colleges so special is they do not pick and choose their students - they work with all students.
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!
Lower standards tell students that they don't need to work hard and leave more high school students unprepared for college and the workplace.
Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.
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.
Line up a group of Horace Mann students, interview them, and take a look at their resumes, and you'll be hard pressed to pick out the students who require extra time. So then, what qualifies these students to receive special accommodations on the SAT?
In 'Unfair Advantage: The Power of Financial Education' and 'Why A Students Work for C Students,' I reveal the secrets of the wealthy and what schools will never teach you about money.
Peer mediation is a chance for students to work with other students to help them resolve problems, arguments, disagreements without having to get the teacher or the administration involved.
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
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.
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