Top 1200 Good Students Quotes & Sayings - Page 2

"Teachers"... treat students neither coercively nor instrumentally but as joint seekers of truth and of mutual actualization. They help students define moral values not by imposing their own moralities on them but by positing situations that pose hard moral choices and then encouraging conflict and debate. They seek to help students rise to higher stages of moral reasoning and hence to higher levels of principled judgment.

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.

Despite the volume of 'junk' mail that students receive each year, companies that have an interest in selling their product to students say direct mailing is a key to their success.

By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.

Good teachers know how to bring out the best in students.

When I turned 17, I created a website for the students at my University. It enabled students to share lectures and discuss exams, and became popular very quickly.

I was not a good teacher; I didn't have the sort of edge one should have on the students, so I decided to do something else.

Individual ambition is undoubtedly a strong motive in student work, but there is such a thing among students everywhere as ambition for others, call it class spirit, esprit de corps, good fellowship, or good will to men.

I advise students on the subject of color as follows: If it looks good enough to eat, use it.

It's one thing to make financial aid available to students so they can attend college. It's another thing to design forms that students can actually fill out.

The 'safe spaces' for minority students on university campuses are actually redemptive spaces for white students and administrators looking for innocence and empowerment.

To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.

This much I'm sure of. Chances for winning = 1 - (# of math students playing)/ (# of math students cheering). That's a fraction.

Any good teacher knows how important it is to connect with students and understand our culture.

I began to understand the challenges that first-generation college students and students of color have in college.

The best students always are flunking. Every good teacher knows that.

I think the minority students that we admit to Harvard are every bit as meritorious as the white students that we admit.

...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.

The only reason psychology students don't have to do more and harder mathematics than physics students is because the mathematicians haven't yet discovered ways of dealing with problems as hard as those in psychology.

Cutting NASA education funds would most severely affect students from low- to middle-income families and students from non-Ivy League-level schools.

Harvard takes perfectly good plums as students, and turns them into prunes.

The idea to use backpacks came from my visit to Sichuan after the earthquake in May 2008. During the earthquake many schools collapsed. Thousands of young students lost their lives, and you could see bags and study material everywhere. Then you realize individual life, media, and the lives of the students are serving very different purposes. The lives of the students disappeared within the state propaganda, and very soon everybody will forget everything.

The content of the curriculum should never exclude the realities of the very students who must intellectually wrestle with it. When students study all worlds except their own, they are miseducated.

Colored students at the University of Minnesota partying with (white) female students, smoking [marijuana] and getting their sympathy with stories of racial persecution. Result: pregnancy.

When we worked with the organization that represents students, they were unequivocal: They want debt-free college. And for many of those students, that has to include the total cost of attendance.

By letting parents and students decide what is best for them, our education system is working the way it should be - equipping students with skills to succeed.

The purpose of schools should not be to prepare students for more school. We should be seeking to have fully engaged students now

We don't want cost to be a barrier to good students getting a higher education.

I have often said that it doesn't matter to me if a student tells me he is a leader of the left, unless he is a good student. We need good students.

Law school has been described as a place for the accumulation of learning. First-year students bring some in; third-year students take none away. Hence it accumulates.

Good teachers join self and subject and students in the fabric of life.

What is American education? What should our students be taught? Is hip-hop something that is worthwhile and useful for students to learn? Of course, if you're learning it from KRS-One, I would say yes.

Assessments should compare the performance of students to a set of expectations, never to the performance of other students.

You need to create a place where young students can flesh out their business plans and further develop their research projects and then have a fund to help students get started in their businesses.

Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.

To avoid being mistaken for a sellout, I chose my friends carefully. The more politically active black students. The foreign students. The Chicanos. The Marxist professors and structural feminists and punk-rock performance poets.

The most successful classes are those where the teacher has a clear idea of what is expected from the students and the students know what the teacher expects from them.

I have graduate students who have developed this ability to love and want to perfect it. Those are the students I spend a lot of time with because at this time they need that.

With nearly all students leaving public high school having taken some vocational education, this bill continues to provide communities with the funding necessary to give students an edge on career training.

Students can spend their money better than government can. It should not require a federal loan and decades of debt for students to get a college degree. Price limits access - plain and simple.

What all good teachers have in common, however, is that they set high standards for their students and do not settle for anything less.

You can force students to learn, to a certain extent, but students aren't happy and employers aren't happy.

We imagine a school in which students and teachers excitedly and joyfully stretch themselves to their limits in pursuit of projects built on their own visions … not one that that merely succeeds in making apathetic students satisfy minimal standards.

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.

Students become good learners when they are in the classes of teachers who are good learners.

I have taught students from the New York City area so long I have a special affinity and rapport with them. It surprises me sometimes that there are students from anywhere else.

I'm not modest about myself. I know for a fact that I am good. But good in the sense that I can put things together. I expound vociferously to students of architecture and photography, the significance of design. A photograph is a design in which you assemble thoughts in your mind.

I have this philosophy that A and B students work for C students.

By climbing a steeper road, the value and appreciation Delaware State students took and continue to take from their education and their experiences is just as great, if not greater, than students attending ivy league schools.

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.

The purpose of random testing is not to catch, punish, or expose students who use drugs, but to save their lives and discover abuse problems early so that students can grow up and learn in a drug-free environment.

It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.

Anytime students shout down a speaker who says something different, this is not good.

Our focus is not on current politics, but students seem to be naturally drawn to this topic. This is understandable, when the U.S. is constantly trying to terrorize the nation with threats of war, students obviously take notice.

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.

Older students know what they want, which is good.

One may reject such proposals as something that will hurt merit but the ground reality is students from such sections do not have the same access to quality education that rich students enjoy.

I have students who are PhDs in music who come back and scored the music and teach the kids the instruments that I don't know how to play. Those are the points of light, the former students.

All learning is remembering. A good teacher causes students to remember what they already know.

I am convinced that both markets and free trade are good, but the traditional answer that we give to students to explain why they are good, the one based on perfect competition and Pareto optimality, is becoming untenable. Something much more interesting and more complicated is going on here