Students Quotes

I was under the care of a couple of medical students who couldn't diagnose a decapitation.

The only teaching that a professor can give, in my opinion, is that of thinking in front of his students.

I think feminist pedagogy should not simply expose students to a particularized academic scholarship but that it should also envision the possibility of activism and struggle outside the academy.

All methods and techniques - and of course all human beings who propound them - are merely instruments to help the student obtain a methodless, technique-free, teacherless state.

The ideal student would be one who was not working for grades but was working because he was interested in the work and not trying to compete with fellow students.

I want my students to love to read. Reading is not a subject. Reading is a foundation of life, an activity that people who are engaged with the world do all the time

The art of good teaching begins when we can answer the questions our students are really trying to ask us, if only they knew how to do so.

When you introduce competition into the public school system, most studies show that schools start to do better when they are competing for students.

Film students should stay as far away from film schools and film teachers as possible. The only school for the cinema is the cinema.

I always tell my students, go where your body and soul want to go. When you have the feeling, then stay with it, and don't let anyone throw you off.

Too much of the education system orients students toward becoming better thinkers, but there is almost no focus on our capacity to pay attention and cultivate awareness.

You can’t be content with mastery; you have to push yourself to become a student again.

The world is run by C students

A teacher's failure to create an intellectually reflective, engagement for learning is not simply malpractice but it is immoral particularly for students who cannot withdraw.

The mission for the day is to encourage students to think beyond traditional career opportunities, prepare for future careers and entrance into the workplace.

Actually, most mathematics courses do not teach reasoning of any kind. Students are so baffled by the material that they are obliged to memorize in order to pass examinations.

Students of cunning have consumed their hearts and learned only tricks; they've thrown away real riches: patience, self-sacrifice, generosity. Rich thought opens the way.

Somehow, talking to young students brings you back to reality - it should, anyway.

I was a good little boy and a good student. I've never been arrested.

A student, filled with emotion and crying, implored, "Why is there so much suffering?" Suzuki Roshi replied, "No reason.

We teach reading, writing and math by [having students do] them. But we teach democracy by lecture.

Students today are a pretty solemn lot. One of the really notable achievements of the twentieth century has been to make the young old before their time.

Find the most puzzling kind of art you can think of, and then go out and try to approximate it with your camera. Take a photograph that corresponds to it. (Assignment to students.)

By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education.

We could teach photography as a way to make a living, and best of all, somehow to get students to experience for themselves photography as a way of life.

It is the common defect of modern art study. Too many students do not know why they draw.

In the mid- to late '60s to the mid-'70s, when I was a student, there was a major change in the thinking about what art can be and how art is made.

I think the exercise of trying to figure out how to simplify concepts has been incredibly helpful to me over the last 13 years of teaching and I hope my students have benefited from it.

Conversations I have had with school principals and students lead me to the same conclusion-that...there is an evil and growing habit of profanity and the use of foul and filthy language.

I was a good student, but I didn't like school.

According to a new geographic literacy study 4 out of 10 American students couldn't find Iraq on a map. However 10 out of 10 Mexicans could find the U.S. without a map.

Schools ought to teach students to challenge secular ideologies masquerading as science in the classroom.

We aren't quite sure what we're trying to differentiate, and therefore can't quite see how to do it other than giving some students more to cover and some less. That rarely works.

How to tell students what to look for without telling them what to see is the dilemma of teaching.

The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.

In the best classrooms, grades are only one of many types of feedback provided to students.

I'm very staid compared to my students, actually.

I also talk a lot in Deeper Reading about the importance that confusion plays. When my students come to me, they think confusion is bad. They are wrong. Confusion is the place where learning occurs.

Out of the questions of students come most of the creative ideas and discoveries.

We must prepare students for a future we can neither describe nor predict.

This is what Baylor is all about, .. This is 2012 and it implements faculty expertise and it allows students to experience international culture, not only that, but a culture within a culture.

They lived freely among the students, they argued with the men over philosophical, sociological and artistic matters, they were just as good as the men themselves: only better, since they were women.

Because of the flexibility that community colleges afford, many students do not have to choose between an education and fulfilling other responsibilities - they can do both.

Be an example of what you teach. [As a personal trainer], delve into your student's life, know everything about him. Be interested.

We are human beings, not 'students' and 'teacher,' coming together and questioning, looking together, not having made up our minds about what we're looking at, but starting afresh.

I try to teach my students that books are a mirror, reflecting their own lives, and a window, giving them a peek into someone else's.

Good teachers realise that the students are the antenna; they are sensing things that the teachers don't yet sense.

Andrew Hacker argues that algebra and trigonometry and calculus are subjects that almost nobody used after they graduate, and so why should we continue to compel students to try to pass them?

I daydream about a high school where everybody plays the harmonica: the students, the teachers, the principal, the janitor and the cook in the cafeteria.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.