A Quote by Phoebe Gloeckner
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.
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Teaching I realized took up a lot of my time. I was a kind of a teacher that spent time with students, spoke to them after class, tried to help them out. I'd talk with them personally about their work and try to get out of them what they were thinking about, forcing them to thinking seriously and not just falling back on all the ideas that they had picked up someplace. And so I took my job teaching very seriously and that - as a result, it took up a lot of time.
No matter how sheltered [my students] are, no matter how their parents try to do right by them, every single one of them, you know, every single one of us, that's what we all face.?And so it's made me - that's the one change I've marked in myself - it's made me change in the way I relate to my students. I've become a different teacher in that way.
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?
If you are giving a graduate course you don't try to impress the students with oratory, you try to challenge them, get them to question you.
One of the best highlights of my Harvard business program I attended was I had 60 students in my class. I was the tallest, of course, but looking at the students, 30 of them were American and 30 of them were from all over the world.
The students on my course were fascinated by the idea that gravitational waves might exist. I didn't know much about them at all, and for the life of me, I could not understand how a bar interacts with a gravitational wave.
Too many people don't look at things objectively and try to see the facts; they instead look at them through their partisan lenses and try to figure out how to twist or spin them to fit their own 'side.'
I have ideas that I think might be amusing, and I try them, and if they look right, I carry them out, and if they don't, I throw them out and try something else. I don't agonize about it.
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 try not to have nerves. You have to be cold-blooded. You have to think, to look at the goalkeeper: how is he positioned? You study them, you know about them, even if there isn't always time, even if it's sometimes intuition. You look to see where he is.
I really try and work very closely with the designers to be as consistent as possible to their vision and for their look because I know how intricate and how much time it takes for them to make it. My mother was a seamstress and I really honor the art of each piece that's made and so for me it's all about that.
I’m worried that students will take their obedient place in society and look to become successful cogs in the wheel - let the wheel spin them around as it wants without taking a look at what they’re doing. I’m concerned that students not become passive acceptors of the official doctrine that’s handed down to them from the White House, the media, textbooks, teachers and preachers.
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.
If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.
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.
In my work, I really try to look at ordinary things quite closely to see if there isn't a little bit of something special about them. I'm trying to make something as nearly perfect as I can out of words.
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