A Quote by Merce Cunningham

I was told that I had to give grades to the students, which I wasn't particularly interested in doing. — © Merce Cunningham
I was told that I had to give grades to the students, which I wasn't particularly interested in doing.
When you teach, you need to give the students incentives by grades or by other factors. I went to the Bible to find that topic in Scripture. I was shocked that after college and graduate school I had no idea that Jesus Christ had talked so much about rewards.
The pressure to give A grades is intense. It comes from the students and increasingly from their parents as well.
Nobody ever told me, 'Art is this.' This was good luck in a way because I would have had to spend half of my life forgetting everything that I had been told, which is what happens with most students in schools of fine arts.
I was interested in theatre, and the only experience that I had in high school was as an actor. But when I got in Conservatoire, my teachers would give me a lot of flack because I wasn't rehearsing my lines; I'd be doing stage management. I was interested in sound. I was interested in architecture. I was interested in every aspect of theatre.
The ideal student would be one who was not working for grades but was working because he was interested in the work and not trying to compete with fellow students.
If I ran a school, I'd give the average grade to the ones who gave me all the right answers, for being good parrots. I'd give the top grades to those who made a lot of mistakes and told me about them, and then told me what they learned from them.
My wife is very interested in fashion. I am absolutely not. I couldn't give a toss. Fashion is a perfectly valid thing to be interested in. I'm just not particularly interested in pop culture. I think I am more interested in things that have a settled permanence about them.
When students cheat on exams, it's because our school system values grades more than students value learning.
A hallmark of the Latino community is to help one another, if students are interested in a way to give back and help their communities, becoming a teacher is probably one of the very best ways of doing that.
As leaders, we're giving out grades in every encounter we have with people. We can choose to give out grades as an expectation to live up to, and then we can reassess them according to performance. Or we can offer grades as a possibility to live into. The second approach is much more powerful.
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.
In order to be Miss Anybody you had to have excellent grades, and I had terrible grades because of my dyslexia.
One thing about school - I always had this attitude that I was in school to learn, and attempted to do whatever was involved in that process, while school had this attitude that I was there to earn grades, which I couldn't care less about. Unsurprisingly, my grades weren't very good.
I think the reason we might hesitate to pay cash to students for doing well on tests or getting good grades or reading books is that we sense that the monetary payment is an extrinsic reward.
Grades can matter, especially for those students and parents who live for the next round of applications to graduate or professional schools. But there's a problem with the grade emphasis. Math or science graduates earn more than students majoring in the humanities.
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.
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