Top 1200 Student Achievement Quotes & Sayings - Page 4

The arts really matter in education. Sometimes the arts are the only way a student is unlocked. Sometimes it's the only way a student can communicate.

What you see around the world is that poverty is not destiny. In other countries, much more systemically, student after student, school after school, year after year, educate poor and disadvantaged young people. And, so, anyone who says that you can't overcome these battles is a huge part of the problem.

To make films, you have to have something to say. To have something to say, you have to be a student of life. And to be a student of life, you have to be feeding yourself with what life, politics, society, and your family fuels you with.

What SAT tutoring does is it invisibly alters the admissions pool so a school could try to be as egalitarian as they can, but if a student is SAT-tutored, and their score goes up 200 points in a year, and the college admissions committee has no idea that the student got tutored, all of a sudden it's shifting the pool back toward old money.

I was working as a journalist for an Israeli paper in Paris, and my salary at the highest was fifty dollars a month. At the end of the month I always had palpitations; I didn't know how to pay my rent. Even after the war, I was often hungry. But that's part of the romantic condition of a student. To be a student in Paris and not be hungry is wrong.

I was a young film student around the time of the new wave in film in the 1970s; old Hollywood was naff and over. For me, as a film student, I was going to see French and Italian cinema; American cinema was 'Easy Rider' and 'Taxi Driver.' Everything was gritty.

Never compare one student's test score to another's. Always measure a child's progress against her past performance. There will always be a better reader, mathematician, or baseball player. Our goal is to help each student become as special as she can be as an individual--not to be more special than the kid sitting next to her.

I believe that all genial classrooms share at least five characteristics that guide their instruction regardless of content or grade level. These characteristics are (1) freedom to choose, (2) open-ended exploration, (3) freedom from judgment, (4) honoring every student's experience, and (5) belief in every student's genius.

The strongest results were in Florida and Texas. In just one year in a Texas charter school, an average student gained 7 percentile points in math and 8 percentile points in reading, while Florida charter schools improved student performance by 6 percentile points.

My freshman year, I ran for student class president and lost. The next year, I ran for student class vice president, and I won.

...I think there's only one [thing] that anybody teaches, and this is character. And I think that whether you are teaching history, math, or biology, or music, what you are really doing is, you are helping to shape the character of that person who is your student... Music is such a wonderful teaching tool, because while you are developing musical skills, that student can learn a lot about discipline [and] cooperation.

Great achievement goes through, not around, discouragement. Is there a roadblock in my way, keeping me from something I want to achieve? Am I discouraged? I understand now that discouragement often precedes achievement. Instead of retreating from the roadblock or seeking a way around it, I will boldly punch a hole through it and continue toward my goal.

It's exciting having a student who is not used to expressing their emotional side and bringing that out in them and see that developing and helping to nurture that. That's an exciting thing. In a class of fifteen there are usually two very good writers, equal to good student writers anywhere in the country. Those two make the class wonderful.

Howard Zinn ran what is called the Zinn Education Project. It is a radical, radical bunch of insane lunatic leftists. And there is a project at the Zinn Educational Project: A People's History of Muslims in the United States - What School Textbooks and the Media Miss. And this program is teaching your high school student, juror junior high or middle school student.

I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanized or de-humanized.

Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices.

I've always felt that maybe one of the reasons that I did well as a student and made such good grades was because I lacked confidence. Lacked self-confidence, and I never felt that I was prepared to take an examination, and I had to study a little bit extra. So that sort of lack of confidence helped me, I think, to make a good record when I was a student.

Among Hispanics, there is little change in popularity from a grade point average of 1 through 2.5. After 2.5, the gradient turns sharply negative. A Hispanic student with a 4.0 grade point average is the least popular of all Hispanic students, and has 3 fewer friends than a typical white student with a 4.0 grade point average.

I look forward to an America which will reward achievement in the arts as we reward achievement in business or statecraft. I look forward to an America which will steadily raise the standards of artistic accomplishment and which will steadily enlarge cultural opportunities for all of our citizens. And I look forward to an America which commands respect throughout the world not only for its strength but for its civilization as well.

Oh, Diane Nash deserves her own film. Diane Nash is a freedom fighter who is still alive and kicking. She was one of the leaders of the desegregation of Nashville, basically. She was a student at Fisk University who was one of the founding members of SNCC, the Student Nonviolent Coordinating Committee.

My formal education as an extension to my college degree in journalism was the time that I spent working with the student newspaper. I would argue that my greatest education occurred by working for the student newspaper. It wasn't necessarily the classroom work that made my formal education special. It was the idea that I had the opportunity to practice it before I went into the real world.

There is no shortcut to achievement.

When one gives whatever one can without restraint, the barriers of individuality break down. It no longer becomes possible to tell whether it is the student offering himself to the teacher, or the teacher offering herself to the student. One sees only two immaculate beings, reflecting one another like a pair of brilliant mirrors.

The most important loan to pay is your student loan. It's more important than your mortgage, car and credit card payments. You cannot discharge student loan debt in the majority of cases.

There is this thing called Actors Access, which is run by the breakdown services. What they do is they put up casting notices that are available to everyone. Because there's thousands and thousands of actors and there are student films and grad student films and, sometimes, some small independent projects that are on there.

My father is a college professor and that's about the extent of my college experience. I'm sort of a professional student forever. I think just as human beings we always have a student who is alive in us and is waiting to pop up and make us feel like we are 16 years-old again.

All personal achievement starts in the mind of the individual. Your personal achievement starts in your mind. the first step is to know exactly what your problem, goal or desire is. If you're not clear about this, then write it down, and rewrite it until the words express precisely what you are after. Every disadvantage has an equivalent advantage - if you'll take the trouble to find it. Learn to do that and you'll kick the stuffing out of adversity every time.

Isolating the student from large sections of human knowledge is not the basis of a Christian education. Rather it is giving him or her the framework for total truth, rooted in the Creator's existence and in the Bible's teaching, so that in each step of the formal learning process the student will understand what is true and what is false and why it is true or false.

The current business model for language education is the student pays — in particular, the student pays Rosetta Stone $500. The problem with this business model is that 95 percent of the world’s population doesn’t have $500.

When I'm teaching, I'm not really doing my job if the student who's always comfortable doing wacko stuff all over the page keeps getting gold stars from me for doing wacko stuff all over the page. A riskier assignment for that student, who might be used to hiding behind a lot of formal armor, would be to try to do something straightforward, traditionally, in which they are much more directly laid bare for the reader.

I was pretty poor for a long time. Not *poor* poor. But college student poor. I lived for most of my adult life living on student wages, then after I got my MA and started teaching, I lived on teacher's wages, which isn't much better.

I started doing science when I was effectively 20, a graduate student of Salvador Luria at Indiana University. And that was - you know, it took me about two years, you know, being a graduate student with Luria deciding I wanted to find the structure of DNA; that is, DNA was going to be my objective.

There is a distinction between what may be called a problem and what may be considered an exercise. The latter serves to drill a student in some technique or procedure, and requires little if any, original thought... No exercise, then, can always be done with reasonbable dispatch and with a miniumum of creative thinking. In contrast to an exercise, a problem, if it is a good one for its level, should require though on the part of the student.

We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.

I had a student some years ago whose father had worked on the Manhattan Project. I had a student who had to escape this very intense, born-again fundamentalist Christian background that was very much like a cult and of course they struggle to get to Naropa. And they have cut themselves off. They don't look back.

In the current environment, attributing low student performance to teacher tenure is one of the great unproven causal links out there. The relationship just hasn't been examined very carefully, but we should all recognize that in higher education the strongest institutions generally have the most robust tenure systems, and in elementary and secondary, the states with the strongest teacher unions (and tenure systems) tend to have the highest student performance.

For me, I was always the only woman in my cohort, first as a mechanical engineering undergraduate student, then as a chemical engineering graduate student. There were very few women getting degrees in those fields at the time. My role models were men - great men role models.

Debt is a trap, especially student debt, which is enormous, far larger than credit card debt. It's a trap for the rest of your life because the laws are designed so that you can't get out of it. If a business, say, gets in too much debt, it can declare bankruptcy, but individuals can almost never be relieved of student debt through bankruptcy.

If any pale student, glued to his desk, here seek an apology for a way of life whose natural fruits is that pallid and emasculate scholarship of which New England has had too many examples, it will be far better that this sketch had not been written. For the student there is, in its season, no better place than the saddle, and no better companion than the rifle or the oar.

Debt is a trap, especially student debt, which is enormous, far larger than credit card debt. It’s a trap for the rest of your life because the laws are designed so that you can’t get out of it. If a business, say, gets in too much debt it can declare bankruptcy, but individuals can almost never be relieved of student debt through bankruptcy.

Being is the basis of thinking, thinking is the basis of action, action is the basis of achievement and achievement is the basis of fulfillment.

The streets of L.A. undulate over short hills as though a finger is poking the landscape from underneath ... laid over this crosshatch are streets meandering on the diagonal creating a multitude of ways to get from one place to another by traveling along the hypotenuse. These are the avenues of the tryst which enable Acting Student A to travel the eighteen miles across town to Acting Student B's garage apartment in nine minutes flat after a hot-blooded phone call at midnight.

I see myself as a student. I would never call myself a master or a maestro. If you take the path of the student, that means you have to try a little bit of everything in hopes that you're going to learn something or strike some kind of new note, expression in the process. I'm not going for grades; I'm going for an education. I'm going to continue experimenting and trying new things to try to evolve and learn.

I talk to student-athletes. I try to get them to remember that they're not just athletes, but student-athletes. You need to get an education, keep your hands clean and try to represent the university.

Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.

The APR provides a real-time snapshot of what is happening with our individual student-athletes today. However, it does not address some of the realities that exist in sports played during the spring semester, where student-athletes accept professional opportunities before graduating or before exhausting their eligibility.

I was always a good student. I wasn't the A-plus student, but I studied really hard, and I probably had a 3.2. I always wished that I had the capacity to get straight A's, but I didn't. I didn't beat myself up about it, but I really studied hard for my grades.

Be a student. Stay open and willing to learn from everyone and anyone. Being a student means you have room for new input. When you are green you grow, when you are ripe you rot. By staying green you will avoid the curse of being an expert. When you know in your heart that every single person you encounter in your lifetime has something to teach you, you are able to utilize their offerings in a profound way.

I would love for a regular student to have a student-athlete's schedule during the season for just one quarter or one semester and show me how you balance that. Show me how you would schedule your classes when you can't schedule classes from 2-to-6 o'clock on any given day.

I was a very good student until about sophomore year, and that's when I just became so disillusioned with the whole thing that I just became an awful student. I was still making good grades. But I was cutting class three days a week and faking papers that I got off the internet.

Facebook is the social graph with the organizing principle around your friends and your social life. LinkedIn is the professional graph, organized around you, your job, your industry, your title and your function. At Chegg, we are building a student graph centered around you, as a student.

We always see abhorrent behavior and say why, but then we get mad when somebody tries to answer. Just to answer the question why does not say I'm validating behavior. I'm just saying, if we're going to be a student of human behavior, be a true student.

You know when I was a high school student I wasn't a very good student. Upon graduation we were asked if we would become a full working adult or go to university. I decided to go to film school and still to this day I try to avoid being a full working adult.

A lot of people tell me now I'm their inspiration. They say, 'I don't play baseball,' and then they mention whatever - engineer, doctor, college student, high school student - but they're hurt because, for some reason, people feel shame about themselves or embarrassed because they are short or skinny or fat or whatever.

Time and again, a student will send me an urgent appeal to hear her, saying she is poor and wants my advice as to whether it is worthwhile to continue her studies. I invariably refuse such requests, saying that if the student could give up her work on my advice, she had better give it up without it.

I came to America at the age of 17 as an exchange student, and a year later, I was a student at Dartmouth. I would say that the rather weak foundation of my Christianity was effectively battered at Dartmouth. I've had mostly a secular career. But I became intellectually interested in Christianity again in my mid-30s.

I've always been - as a teacher, as graduate student, as a student, and I think, really, as a child - I've been interested in poems, but not so much for what the take home pay is, what you might sum up from them in moral or intellectual terms or whatever, but what's in the certain lines and how lines relates to other lines.

Diversity worship and multiculturalism are currency and cause for celebration at just about any college. If one is black, brown, yellow or white, the prevailing thought is that he should take pride and celebrate that fact even though, just as in the case of my eye color, he had nothing to do with it. The multiculturist and diversity crowd see race as an achievement. In my book, race might be an achievement, worthy of considerable celebration, only if a person was born white and through his effort and diligence became black.

When I first went to LA. Honestly, it was different for me. The whole thing, the student-athlete part, you know, where the student came before the athlete. That was totally new to me. I had down online school since fifth grade so I never really had sat in a classroom and taken a note.

...a student attains 'higher order thinking' when he no longer believes in right or wrong". "A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student's fixed beliefs. ...a large part of what we call teaching is that the teacher should be able to use education to reorganize a child's thoughts, attitudes, and feelings.