Top 413 Grades Quotes & Sayings - Page 4

I was an English major in college, though I ended up getting my degree in "General Stduies" because my grades were too bad to qualify for an English degree.

As my mom says, I was a little bit of a slacker in high school. I really was just kind of unmotivated, a little bit lazy, so my grades weren't that good.

The ecological principle of unity in diversity grades into a richly mediated social principle; hence my use of the term social ecology.

Athletes who take to the classroom naturally or are encouraged to focus on grades should be able to do well in the classroom. I believe the reason you go to college is to get your degree. It's not a minor league or an audition for the pros.

I remember my mum saying to me, 'You can give up the violin - when you've done Grade 8.' Which is the highest grade, and the most unfair target ever. So I did all the grades, just to annoy her.

My grandmother had a cupboard where she kept her collections and textile samples of all sorts of things. When I had good grades, I could take out one piece of work to look at.

Right now I'm just thinking about school and trying to get those grades and keep them up! In case I become a Norma Desmond when I grow up, I can have something to fall back on!

I was in high school, trying to get out of high school. The only thing slowing me up was grades.

For some reason, we're brainwashed to think if you're not a thug or an idiot, you're not black enough. If you go to school, make good grades, speak intelligent, and don't break the law, you're not a good black person.

My parents came from a poor background and worked their way up because of education. They saw it as a way to succeed. So they cared about me getting straight A grades when I was growing up.

My father drove a truck, and my mother was a school teacher. They wanted their children to go the traditional route: get good grades, go to college, get a job.

Each year when the A-level results come out, thousands of students and their families settle down to deal with the implications - positive or otherwise - of the fact that their actual grades differ from those they had predicted by their schools.

I didn't have good grades until I started dancing, because I didn't try - I didn't see the point. Once I realized why I wanted to go to college, I started to study and do well. I knew I had to have a certain GPA to get in.

I know every year what my players get and what courses they get them in. I get a report every semester. What course. What grades.

I studied art history and philosophy and took economics and political science classes. I just took whatever I wanted and I didn't worry about grades and I read and learned a lot, and I didn't have much of a social life, so it was deeply absorbing.

For any young people looking for job opportunities, good grades and academic results are important, but what is more important may be showing you are someone who has the drive and capability and can fit in the company culture.

You know, sometimes kids get bad grades in school because the class moves too slow for them. Einstein got D's in school. Well guess what, I get F's!!!

What college is all about is some kind of 4-year game about who is going to end up with the highest grades. And I don't mean to say that academic achievement isn't important. But it is, after all, a means to an end.

I've always been a creative speller and never achieved good grades in school. I graduated from high school but didn't have the opportunity to attend college, so I did what young women my age did at the time - I married.

There was definitely no time in grades 11 and 12 to do any other sports. That was one downside; I really enjoyed playing other sports.

As educators, we are only as effective as what we know. If we have no working knowledge of what students studied in previous years, how can we build on their learning? If we have no insight into the curriculum in later grades, how can we prepare learners for future classes?

I think anytime you're writing to the middle grades, you're writing to young readers who are trapped in a number of ways between two worlds: between childhood and adulthood, between their friends and their parents.

I've been accused of being pretentious and insufferable, and I don't really know what I can say about that. I never got good grades in school, but I did read the dictionary for fun. That was just the kind of stuff that I liked to do. I can't apologize for that.

I experience psychic phenomena, so people think I must be crazy. But you have to be accessible and intelligent to be a good actor. I might not have gotten the best grades in school, but I have a very high level of emotional intelligence. You have to be open to receive.

The show business has all phases and grades of dignity, from the exhibition of a monkey to the exposition of that highest art in music or the drama which secures for the gifted artists a world-wide fame princes well might envy.

I actually wanted to be a forensic scientist for a while. When I was doing my Standard Grades, three of them were science subjects. The interest in science didn't wear off, but I found other interests.

The pressure on kids is high to get good grades. In my time, no one cared about it. My father looked at them but he didn't really make much fuss about them.

That's what I wanted! I wanted to be an athlete, I wanted the girls to like me, and I wanted to be able to get good grades in school, and this man said I could do all that.

I wasn't a good kid in school. I wasn't a bad kid. I just didn't focus. My grades weren't good. I mucked around, you know, a phase everyone went through.

My dad emphasized athletics. My mom did as well, but my mom was really hard on the academic end of things and always stressed, 'Hey, you've got to have the grades, you've got to be prepared for life outside of sports.'

I actually wanted to be a forensic scientist for a while. When I was doing my Standard Grades, three of them were science subjects. The interest in science didnt wear off, but I found other interests.

My students may have dexterity with the equations they're required to know, but they lack the capacity to apply their knowledge to real-life problems. This critical shortcoming appears in high school and possibly in elementary grades - long before college.

My kids have to maintain good grades. They have to be involved in activities. They have to report to me how thing are going. I watch for any activity that would steer them wrong - drinking, drugs, etc. So their skin in the game is knowing the money won't be there if they don't do their part.

I was too worried about the grades and I should have been more worried about learning.

I have a bumper sticker that Bowen created that says Regardless of my kids grades, they have an 'A' in my book'. Without play the child that still lives in all of us will always be incomplete. And not only physically, but creatively, intellectually, and spiritually as well.

The factory model of education is a gargantuan bureaucracy. Some kids are good fits - I wasn't. The system gives you bad grades and tells you you're stupid. You don't think, 'If this kid's not a good fit, it could be the system's fault.'

I tell my AAU kids all the time how important it is to get good grades, go to college, get your degree to make your life easier.

Grades don't measure tenacity, courage, leadership, guts or whatever you want to call it. Teachers or any other persons in a position of authority should never tell anybody they will not succeed because they did not get all A's in school.

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.

In school, many of us procrastinate and then successfully cram for tests. We get the grades and degrees we need to get the jobs we want, even if we fail to get a good general education.

To our American neighbors, we were model immigrants, a poster family. They told us so. My father had a law degree, my mother was on her way to becoming a doctor, and my siblings and I got good grades and always said 'please' and 'thank you.'

I grew up in a one-parent family. I worked my way through college, I had very average grades and I was very average looking, but I've lived a remarkable life only because I believed I could.

I was the girl in the black leather jacket with the black fingernails, picked up after school by guys with loud cars and motorcycles. I carried straight-A grades, but I had a little trouble with rules. I tended to have a bit of an authority problem.

We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.

When I went to acting school, the kids that got the best grades were the kids that could cry on cue. But it didn't really translate into careers for any of them, because the external is the easy part.

I got good grades in school, but I'm not sure if I'm smart or if it just means I can study. I've never taken one of those IQ tests, and I don't want to. It's so pointless. As long as you enjoy life and have fun and you're healthy and happy, that's what matters.

Athletes who take to the classroom naturally or are encouraged to focus on grades should be able to do well in the classroom. I believe the reason you go to college is to get your degree. It's not a minor league or an audition for the pros

I am told by others that I have a lateral-thinking, broad approach to problems, sometimes to my detriment. In school, my grades always suffered because I was continually mucking about with irrelevant side issues, which I often found to be more interesting.

A boy or girl who has gone through the eight grades should possess a complete, practical education and should have received special training in some specific line of work, fitting him or her to earn a livelihood.

I was, like, the guy who sat at the front of the class and did his homework and did everyone else's homework and got A grades.

Students like my son, who has a place at university which is dependent on getting the right grades, must place his fate in the hands of two groups of people: teachers and a faceless team at Ofqual, the exam regulator.

Certainly, grades only matter so much when you're in Hollywood. But I became an utterly motivated, devoted, committed student. I was a good student because I was convinced that it would somehow help me in my quest to become a filmmaker.

I wasn't really a dark kid, but I was in my head a lot. I got good grades all through my 16 years of Catholic school, but I was always writing these weird - and, I have to say, really bad - stories, filled with murder.

When I was at uni, I got good grades and went on to do honours, but I kept thinking, 'I shouldn't be here.' Something just didn't feel right. When I finished, I decided that every decision I make from this day forward will be purely based on intuition, and I'm not going to fight that.

What is much harder to handle is the sense that you have to live up to the mark someone else has set for you. The grades become too important, the competition too frantic, the fear of disappointing those who believe in you turns into an overwhelming nightmare.

Schools reward their students for a combination of intelligence, perseverance, and hard work - in the classroom and on the playing fields. But these metrics don't help kids understand that great grades are not a pass for a great life.

I hardly ever missed school, and I always got my work in on time. I was a good student and always got top grades.

I've always been a good student, made good enough grades to do well, and enjoyed a lot of different subjects. It wasn't until I went to architecture school, though, that I really loved school work.

We class schools into four grades: leading school, first-rate school, good school and school.

I don't understand why we learn what we do for most of it is of no use to us in our careers. To get a grade, students learn just about everything and later none of this is relevant. Grades become more important than learning.