Quotes & Sayings About B.tech Students

Told that the passing grade is a B or competence and that we will help you to get there, students do competent work. The lowest passing grade in the real world is competence. Why do schools accept so much less? — William Glasser

The Mass. Ave. Bridge is open... Some MIT students once measured it by repeatedly placing an undergraduate named Smoot on the ground and marking off his length. Every six feet or so there is still the indication of one smoot, two smoots, painted on the pavement. I could never remember how many smoots long the bridge was. — Robert B. Parker

Whenever I felt down, whenever I started wondering what homeless shelter I would die in, [my mother] would buck me up by telling me: you know, Paul, the A students work for the B students, the C students run the companies, and the D students dedicate the buildings. — Paul Orfalea

What this means is that it is entirely possible these days for someone to have been raised in a religion and to have taken philosophy courses in college but still to be lacking a philosophy of life. (Indeed, this is the situation in which most of my students find themselves.) What, then, should those seeking a philosophy of life do? Perhaps their best option is to create for themselves a virtual school of philosophy by reading the works of the philosophers who ran the ancient schools. This, at any rate, is what, in the following pages, I will be encouraging readers to do. I — William B. Irvine

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. — B. Carroll Reece

Indentured servitude is banned, but what about students seeking to sell shares of their future earnings in exchange for money up front to pay for their college tuitions? — Robert B. Reich

The content of the curriculum should never exclude the realities of the very students who must intellectually wrestle with it. When students study all worlds except their own, they are miseducated. — Johnnetta B. Cole

It is never too late To overcome despair, To turn sorrow into resolve And pain into purpose. It is never too late to alter my world, Not by magical incantations Or manipulations of the cards Or deciphering the stars. But by opening myself To curative forces buried within, To hidden energies The powers in my interior self. In sickness and in dying, it is never too late Living, I teach, Dying, I teach, How I face pain and fear, Others observe me, children, adults, Students of life and death, Learn from my bearing, my posture, My philosophy. — Rochelle B. Weinstein

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. — Gordon B. Hinckley

A recent study of three thousand New England high-school kids shows that students with B averages or better enjoyed seventeen to thirty-three minutes more sleep and went to bed ten to fifty minutes earlier than students with C averages. — Roger Angell

They'd had so much more luck investing in eccentric B and C students. The rationale was simple: Those heavily invested in the status quo had difficulty thinking outside of it - and were often tainted by it. Especially when success and peer approval beckoned. One did not accidentally graduate from top-tier schools. One strove to get in and to maintain grades once there, and to do that, one usually needed to be a master at conformity. To excel in all the accepted conventions. — Daniel Suarez

The greatest teachers are the ones that turn a B student into an A student, or a failing student into a B student. — Neil DeGrasse Tyson

The reluctant leader doesn't merely give accolades to others. It is her true joy to see others awaken to their potential and exceed their greatest dreams. It is the hope of every good teacher to have students who take their work further than the teacher was able to do. To be surpassed is the ideal. To be replaced is the goal, not a sign of failure. — Dan B. Allender

Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think
or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in? — B.F. Skinner

Consider the following dialogue between an instructor (A) and two of his students (B, C)
A. What happened in the senate
1
on the Ides of March 44 B.C.?
B. Napoleon stabbed Mrs Thatcher.
C. Brutus did stab Caesar. In the senate it happened. It was Cassius that stabbed him. — A.M. Devine

I think many of my students have followed the advice I gave years ago, to give more than you take. — B.K.S. Iyengar

It means an educational system which does not simply equip the students to adjust to society, but which enables the student to challenge and to modify, and at times reject, if necessary, the received wisdom of his elders. — Lyndon B. Johnson

I wanted to shove her
away, thinking of my job, of headlines,
of how this kind of comfort was outside
the behavioral guidelines of my contract.
She began to sob more softly while holding me
tightly, and I let her. I let her have control
of me for that moment. I let her break
behavioral guidelines as more important ones
had been broken on her. And then we stopped
being student and teacher - just a couple people
at a loss when the powerful and unexpected
had been suddenly thrust upon us.
The principal and three students turned the corner
and stopped short. I knew it might be years
before I cleared my name, but far longer
for her to reclaim her life. — B.J. Ward

Stephen had just come from a class discussion in which several students believed that the right cup of herbal tea would save them from pain and sorrow. Well acquainted with pain and sorrow, Stephen did not contribute to the discussion. He merely crossed these idiots off his list of possible friends. — Caroline B. Cooney

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

Give more than you receive. That is the principle I tell all my students. — B.K.S. Iyengar

For teachers, getting annual test scores several months after taking the test and in most cases long after the students have departed for the summer sends a message: Here's the data that would have helped you improve your teaching based on the needs of these students if you would have had it in time, but since it's late and there's nothing you can do about it, we'll just release it to the newspapers so they can editorialize again about how bad our schools are. — Douglas B. Reeves

B students work for C students. A students teach. — P. J. O'Rourke

My job at Stanford is rather different from the ones I had held previously in that my own ambitions must take a back seat to the well-being of the students with whom I work. — Robert B. Laughlin

Hence a report from Harvard's own "Committee on Raising the Standard": "Grades A and B are sometimes given too readily - Grade A for work of not very high merit, and Grade B for work not far above mediocrity ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work." Except that report was written in - you saw this coming, didn't you? - 1894. — Alfie Kohn

Few institutions are considered so universally to have failed as our schools, yet in spite of this dreary record a prescription of increased dosage is making its way to the national agenda. The specifics of this proposal: a) Schools should be open year-round, avoiding long summer holidays for children. b) Schools should extend from 9 to 5, not dismissing students in mid-afternoon as is currently the case. c) Schools should provide recreation, evening meals, and a variety of family services so that working-class parents will be free of the "burden" of their own children. The bottom line of these proposals is reduction of the damaging effects of "freedom" and "family" on a subject population. — John Taylor Gatto

A plot, I used to remind my students, is not merely a sequence of events: "A" followed by "B" followed by "C" followed by "D." Rather, it's a series of events linked by cause and effect: "A" causes "B," which causes "C," and so on. True, a person's (or a fictional character's) destiny may be more than the sum of his choices
fate and luck play a role as well
but only scientists (and not all of them) believe that free will is a sham. People in life
and therefore in fiction
must choose, and their choices must have meaningful consequences. Otherwise, there's no story. — Richard Russo

For the college years we will provide scholarships to high school students of the greatest promise and greatest need and guarantee low-interest loans to students continuing their college studies. — Lyndon B. Johnson

Since CWIL's discipline-based practice was grounded not only in process but also in New Genre Theory, their criteria included assigning writing that would enable students to engage in the kinds of thinking typical of the discipline, as well as in writing in the genres typical of professional practice. The UCITF, however, was trying to draft criteria for the new Q (quantitative reasoning) and B (breadth) courses as well as for the W-courses. They were motivated to define courses in ways that would be comprehensive and meaningful, but would not impose demands likely to alienate faculty. — Wendy Strachan

Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future. — Marshall B. Rosenberg

AB=(1/4)((A+B)2-(A-B)2) is an amazing identity, and unfortunately I have to remind my current students how to prove it. — Ronald Graham

A greater tax deduction for students is not a handout. On the contrary, it helps those who are willing to meet the challenges of higher education to invest in our collective future. — Charles B. Rangel

and gestured. A number of students were taking notes, some — Robert B. Parker

Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life. — B.F. Skinner

Since most American students cannot simply pay their full tuition out of pocket, financing a college education often takes the form of loans, both private and from the government. — Charles B. Rangel

I have this philosophy that A and B students work for C students. — Kenny Troutt

I can't put the profession ahead of the people it's supposed to serve," Susan said. "It would be like teachers who care more about education than students. — Robert B. Parker

For the primary and secondary school years, we will aid public schools serving low-income families and assist students in both public and private schools. — Lyndon B. Johnson

In a Giraffe institution, the head nurse job would be to serve the nurses, not to control them. Teachers are there to serve the students, not control them. — Marshall B. Rosenberg

How?' Irene enquired. She'd decided a while back that Socratic reasoning was a good idea, because (a) it got students thinking for them selves, (b) sometimes they came up with ideas she hadn't thought of, and (c) it gave her more time to think while they were trying to find answers. — Genevieve Cogman

As I've said many times before, in the real world, the A students often go to work for the C students--and the B students work for the government. — Robert T. Kiyosaki

Most students have to do some work to resuscitate their childlike curiosity. The best way to do that is to start asking questions again - lots of them. — Hal B. Gregersen

In addition to our existing programs, I will recommend a new program for schools and students with a first-year authorization of $1,500 million. — Lyndon B. Johnson

optimal literacy teaching and learning can only be achieved when skillful, knowledgeable, and dedicated teachers are given the freedom and latitude to use their professional judgment to make instructional decisions that enable students to achieve their full literacy potential. — Linda B. Gambrell

The satisfactions of manifesting oneself concretely in the world through manual competence have been known to make a man quiet and easy. They seem to relieve him of the felt need to offer chattering interpretations of himself to vindicate his worth. He can simply point: the building stands, the car now runs, the lights are on. Boasting is what a boy does, because he has no real effect in the world. But the tradesman must reckon with the infallible judgment of reality, where one's failures or shortcomings cannot be interpreted away. His well-founded pride is far from the gratuitous "self-esteem" that educators would impart to students, as though by magic. — Matthew B. Crawford

Henry David Thoreau, Susan B. Anthony, W. E. B. DuBois, and Lyndon B. Johnson are just a few of the famous Americans who taught. They resisted the fantasy of educators as saints or saviors, and understood teaching as a job in which the potential for children's intellectual transcendence and social mobility, though always present, is limited by real-world concerns such as poor training, low pay, inadequate supplies, inept administration, and impoverished students and families. These teachers' stories, and those of less well-known teachers, propel this history forward and help us understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion. — Dana Goldstein

As most students of antiquity know, the modern marathon takes its name from the name of a famous battle that the Athenians won over the Persians in 490 B.C. Pheidippides, a Greek soldier and champion runner, volunteered to run the 25 miles from Marathon to Athens to spread the news of the victory. Upon arriving, Pheidippides is reported to have gasped "Rejoice, we conquer!" and then promptly died on the spot. — Pieter Peereboom