Quotes & Sayings About Being Engaged In School

At schools, the children who are too stupid or lazy to learn languages, mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have - I believe the English already use the phrase - "parity of esteem." An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma - Beelzebub, what a useful word! - by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval's attempts to spell out 'A Cat Sat On A Mat'. — C.S. Lewis

How you got your college education mattered most." And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors "who cared about them as a person," or having had "a mentor who encouraged their goals and dreams," or having had "an internship where they applied what they were learning." Those workers, he found, "were twice as likely to be engaged with their work and thriving in their overall well-being." There's a message in that bottle. — Thomas L. Friedman

Truth is, I didn't know what the hell I was doing when I got out of Cal Arts. I think I wasted a lot of time not being bold enough, or still engaged in the questioning that you get into at school. — David Salle

In the boys' accounts of being emotionally and intellectually engaged by their teachers, they convey a sense of being transported, exploring new territory, and feeling newly effective, interested, and powerful. Experienced this way, school is not an institution or an imposition of any kind; it is instead the locus of a particular, often quite personal, learning relationship in which the boy is not so much a "student" as he is fully himself, only incidentally at school. — Michael Reichert