My Students Quotes
Every student who enters upon a scientific pursuit, especially if at a somewhat advanced period of life, will find not only that he has much to learn, but much also to unlearn.
Right now, for instance, we resist giving people extra time on exams or for assignments, as though it's unfair to the faster students.
I'm not saying that they were Einsteins; they were marginal students. But every ballplayer whoever touched me has moved up his station in life. And the players moved up my station.
Of great interest to students and teachers of immigrant history as well as to those of Polish descent.
One thing we can do really well for our students is to help them figure out their identity.
When a professor insists computer science is X but not Y, have compassion for his graduate students.
...it is the greatest achievement of a teacher to enable his students to surpass him.
The trend of offering individualized education plans, curricula, and lessons is going to help students tremendously. “Teaching to the middle” is one of the saddest concepts I've ever heard about.
Worrisome. It's romanticism, and it's dangerous to have children and students on the street.
I think it's good for the composer to teach because you always have new students and you have to begin at the beginning and make things clear.
Over 60 percent of the university students in Iran are female. The women in Iran are better educated than men.
Students now arrive at the university ignorant and cynical about our political heritage, lacking the wherewithal to be either inspired by it or seriously critical of it.
A student will send me an urgent appeal to hear her, saying she is poor and wants my advice as to whether it is worth while to continue her studies. I invariably refuse such requests.
When I got the job on 'Lost,' I was a broke university student living in the crappiest part of town, with a duct-taped back window on a broken-down car. I existed on peanut butter and tea.
When students scoff at the idea of a magical relation between a picture and what it represents, ask them to take a photograph of their mother and cut out the eyes.
What we want for our students we should want for our teachers: learning, challenge, support, and respect.
When I was a young student, I thought grow-ups would come and make things work. Now I realize that grown-ups are just kids with wrinkles.
The Stanford prison experiment came out of class exercises in which I encouraged students to understand the dynamics of prison life.
I have a principle I often invoke in class: comfortable people don't grow. Good teachers need to engage in the paradox of making students feel comfortable and uncomfortable in equal measure.
Everything that would begin to make somebody a good student would tend to make him or her a poor artist, and vice versa.
The Nobel Prize is given as a personal award but it also honors the field of research in which I have worked and it also honors my students and colleagues.
Credit card companies pay college students generously to stand outside dining halls, dorms, and academic buildings and encourage their fellow students to apply for credit cards.
I strongly urge students to learn to take risks, to be bold, to let their genius convert that fear into power and brilliance.
There is a way in which all writing is connected. In a second language, for example, a workshop can liberate the students' use of the vocabulary they're acquiring.
Never try to understand the students. They hate it. They would much rather be tragically misunderstood, wallow in self-pity, stew in their own —” “That’s enough, Phineas,” said Dumbledore.
Consequently the student who is devoid of talent will derive no more profit from this work than barren soil from a treatise on agriculture.
I don't think I'm in any position to call myself a martial artist. I'm a student of the martial arts.
All Buddhas preach emptiness. Why? Because they wish to crush the concrete ideas of the students. If a student even clings to an idea of emptiness, he betrays all Buddhas.
Americans want students to get the best education possible. We want schools to prepare children to become good citizens and members of a prosperous American economy.
Our campaign is powered by college students who are not about to let the first genocide of the 21st century happen on their watch.
Our students learn more in 30 days than one could learn in 30 years without our training. To really maximize your potential as an umpire, you need to get a solid foundation as soon as you can.
When I teach, I preach. I thump the Bible. I exhort my students morally. I talk to them about the dedicated life.
The difference between the student and the born composer is he really hears the thing, and they have to stage it and manipulate it by technical equipment.
Can a geology teacher blithely tell his students that the earth is flat, or a European history professor that the Holocaust didn't happen? That's not academic freedom, but dereliction of duty.
I feel that I learned far more from my students than I could possibly have taught them.
In the long run, much public opinion is made in the universities; ideas generated there filter down through the teaching profession and the students into the general public.
During my McGill years, I took a number of math courses, more than other students in chemistry.
A student of James McNeill Whistler tells the great artist, 'I tend to paint what I see.' Whistler replies, 'Ah! The shock will come when you see what you paint!
Parochial schools in the United States are also responsible for educating students from a wide range of ethnic backgrounds, including many who are non-Catholic.
I find it shameful that in nearly all the universities of Europe, Palestinian students sponsor and nurture anti-Semitism.
