Top 1200 Student Quotes & Sayings - Page 3

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

One of his students asked Buddha, "Are you the Messiah?" "No," answered Buddha. "Then are you a healer?" "No," Buddha replied. "Then are you a teacher?" the student persisted. "No, I am not a teacher." "Then what are you?" asked the student exasperated. "I am awake," Buddha replied.

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 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.

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.

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.

The student is half afraid to meet one of the great philosophers face to face. He feels himself inadequate and thinks he will not understand him. But if he only knew, the great man, just because of his greatness, is much more intelligible than his modern commentator. The simplest student will be able to understand, if not all, yet a very great deal of what Plato said; but hardly anyone can understand some modern books on Platonism.

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.

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.

A Zen student asked his roshi the most important element of Zen.The roshi replied, "Attention." "Yes, thank you," the student replied. "But can you tell me the second most important element?"And the roshi replied, "Attention."

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.

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.

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.

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.

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.

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.

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.

Student debt is structured to be a burden for life. The indebted cannot declare bankruptcy, unlike Donald Trump. Current student debt is estimated to be over $1.45 trillion. There are ample resources for that simply from waste, including the bloated military and the enormous concentrated private wealth that has accumulated in the financial and general corporate sector under neoliberal policies. There is no economic reason why free education cannot flourish from schools through colleges and university. The barriers are not economic but rather political decisions.

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.

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.

...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.

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.

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.

Suppose a student of mine writes in her exam that "morality is completely relative to culture, so nothing is absolutely right or wrong. Because of that, it is absolutely wrong to be culturally intolerant". This student, if she believes what she writes, believes a contradiction. She ought not to believe the contradiction - it's a basic epistemic norm. This is true even if she can't avoid believing it - no amount of studying will show her the light.

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.

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.

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.

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.

Long-term travel isn’t about being a college student; it’s about being a student of daily life. Long-term travel isn’t an act of rebellion against society; it’s an act of common sense within society. Long-term travel doesn’t require a massive “bundle of cash”; it requires only that we walk through the world in a more deliberate way.

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal.

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

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.

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.

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.

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.

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.

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.

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.

There's no question that a great teacher can make a huge difference in a student's achievement, and we need to recruit, train and reward more such teachers. But here's what some new studies are also showing: We need better parents. Parents more focused on their children's education can also make a huge difference in a student's achievement.

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.

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.

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 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.

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.

A good teacher can never be fixed in a routine... each moment requires a sensitive mind that is constantly changing and constantly adapting. A teacher must never impose this student to fit his favourite pattern; a good teacher functions as a pointer, exposing his student's vulnerability and causing him to explore both internally and finally integrating himself with his being. Martial art should not be passed out indiscriminately.

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 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.