Quotes & Sayings About Difficult Students

Think, for example, has a higher suicide rate: countries whose citizens declare themselves to be very happy, such as Switzerland, Denmark, Iceland, the Netherlands, and Canada? or countries like Greece, Italy, Portugal, and Spain, whose citizens describe themselves as not very happy at all? Answer: the so-called happy countries. It's the same phenomenon as in the Military Police and the Air Corps. If you are depressed in a place where most people are pretty unhappy, you compare yourself to those around you and you don't feel all that bad. But can you imagine how difficult it must be to be depressed in a country where everyone else has a big smile on their face?2 Caroline Sacks's decision to evaluate herself, then, by looking around her organic chemistry classroom was not some strange and irrational behavior. It is what human beings do. We compare ourselves to those in the same situation as ourselves, which means that students in an elite school - except, perhaps, — Malcolm Gladwell

When you start in science, you are brainwashed into believing how careful you must be, and how difficult it is to discover things. There's something that might be called the 'graduate student syndrome'; graduate students hardly believe they can make a discovery. — Francis Crick

Students frequently misbehave because they (1) want and need attention from adults and peers, (2) are trying to avoid a difficult or unpleasant task (too difficult, too easy, too boring), or (3) for some older students, revenge. — Barbara D. Bateman

If a few students come reluctantly to their studies, then let them go. If all students come reluctantly to their studies, then let your scribe be dismissed and find another. For once students have been taught that learning is tedious, difficult, and useless, they will never learn another lesson. — Robin Hobb

Transfer must be the aim of all teaching in school - it is not an option - because when we teach, we can address only a relatively small sample of the entire subject matter. All teachers have said to themselves after a lesson "Oh, if only we had more time! This is just a drop in the bucket!" We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us. — Jay McTighe

I tell my students to write of their true subjects. How will they know when they are writing of their true subjects? By the ease with which they write. By their reluctance to stop writing. By the headachy, even guilty, joyous sensation of having done something that must be done, having confessed emotions thought unconfessable, having said what had seemed should remain unsaid. If writing is difficult, stop writing. Begin again with another subject. The true subject writes itself, it cannot be silenced. Give shape to your dreams, your day-dreams, cultivate your day-dreams and their secret meanings will come out. — Joyce Carol Oates

I find teaching - I like it, but I find just walking into the classroom and facing the students very difficult. — Lydia Davis

All my mind was centered on my studies, which, especially at the beginning, were difficult. In fact, I was insufficiently prepared to follow the physical science course at the Sorbonne, for, despite all my efforts, I had not succeeded in acquiring in Poland a preparation as complete as that of the French students following the same course. — Marie Curie

Working with students and families from diverse class backgrounds, I am constantly amazed at how difficult it is to cross boundaries in this white supremacist, capitalist, patriarchal society. And it is obviously most difficult for individuals who lack material privilege or higher levels of education to make the elaborate shifts in location, thought, and life experience cultural critics talk and write about as though it is only a matter of individual will. — Bell Hooks

They were often the first students in their family to go to college and the very idea of higher education was still foreign to them. They had to make a conscious and often difficult decision to come to college. — Michael N. Castle

To keep up interest in a subject, a teenager has to enjoy working in it. If the teacher makes the task of learning excessively difficult, the student will feel too frustrated and anxious to really get into it and enjoy it for its own sake. If the teacher makes learning too easy, the student will get bored and lose interest. The teacher has the difficult task of finding the right balance between the challenges he or she gives and the students' skills, so that enjoyment and the desire to learn more result. — Mihaly Csikszentmihalyi

Sixty-three percent of our university students are female. But you still see violations of women's rights in Iran. A Muslim man can have up to four wives. He can divorce his wife without offering any reason, while it is quite difficult for a woman to get a divorce. — Shirin Ebadi

I talk about it a lot to my students. Musicality never came up in any of own writing education, and I can see why - we don't have the vocabulary for it. Phrasing is intuitive, and its difficult to articulate when it's on and when it's not. — Paul Lisicky

[Not enough is known about solid geometry] and for two reasons: in the first place, no government places value on it; this leads to a lack of energy in the pursuit of it, and it is difficult. In the second place, students cannot learn it unless they have a teacher. But then a teacher can hardly be found ... — Plato

All students of man and society who possess that first requisite for so difficult a study, a due sense of its difficulties, are aware that the besetting danger is not so much of embracing falsehood for truth, as of mistaking part of the truth for the whole. It might be plausibly maintained that in almost every one of the leading controversies, past or present, in social philosophy, both sides were in the right in what they affirmed, though wrong in what they denied; and that if either could have been made to take the other's views in addition to its own, little more would have been needed to make its doctrine correct. — John Stuart Mill

I tell my students, it's not difficult to identify with somebody like yourself, somebody next door who looks like you. What's more difficult is to identify with someone you don't see, who's very far away, who's a different color, who eats a different kind of food. When you begin to do that then literature is really performing its wonders. — Chinua Achebe

It's difficult to get a job and people stay in school longer because they're employed as teaching assistants or instructors by their schools, by their schools where they're graduate students, and that does become exploitative eventually because they're very cheap labor and there's a way in which in it's not in the institution's interest to give them a degree if they can continue to employ them, I don't think anybody thinks that way, but effectively that's the way the system is starting to work. — Louis Menand

One of the most difficult problems of our age is that leaders, and perhaps academics as well, cannot readily admit that things are out of control and that we do not know what to do. We have too much information, limited cognitive abilities to think in systemic terms and an unwillingness to appear to be in control and to have solutions for our problems. We are afraid that if we admit to our confusion, we will make our followers and students anxious and disillusioned. We know we must learn how to learn, but we are afraid to admit it. — Donald Michael Kraig

We should reject the view that high culture, as the possession of an elite, is of no use to those who don't possess it. This is as false as the view that science or higher mathematics are useless to those who don't understand them. Scientific knowledge exists because a few talented people are prepared to devote their energy to pursuing it. That is what a university is for: and since you cannot pass on difficult knowledge without discriminating between the students who can absorb it and those who cannot, discrimination is a social good. The same is true of high culture. Those able to acquire it will be a minority and the process of cultural transmission will be critically impeded if that teacher must teach Mozart and Lady Gaga side by side to satisfy some egalitarian agenda. — Roger Scruton

It's often the most naturally intelligent students who have the most difficult time in their first year
law school, particularly the first year of law school, is not really a place where creativity, abstract thought, and imagination are rewarded. In this way, I often think
based on what I've heard, not what I know firsthand
that it's a bit like art school. — Hanya Yanagihara

Educators committed to engaging in the long-term, often difficult work of strengthening their relationships with colleagues, students and parents and expanding their opportunities for personal growth will find Nonviolent Communication to be an invaluable tool. — Ron Rubin

The extraordinary language of Nonviolent Communication is changing how parents relate to children, teachers to students, and how we all related to each other and even to ourselves. It is precise, disciplined, and enormously compassionate. Most important, once we study NVC we can't ignore the potential for transformation that lies in any difficult relationship - if we only bother to communicate with skill and empathy. — Bernie Glassman

I came to graduate school at Harvard University in 1954. My thesis supervisor, Julian Schwinger, had about a dozen doctoral students at a time. Getting his ear was as difficult as it was rewarding. I called my thesis 'The Vector Meson in Elementary Particle Decays', and it showed an early commitment to an electroweak synthesis. — Sheldon Lee Glashow

Just as novice musicians must spend many hours practicing basic skills like playing scales or mastering difficult passages--and frequently do so in the presence of their teacher, receiving immediate and individualized feedback--so must our students spend many hours practicing the basic intellectual skills of our discipline. — James M. Lang

not really a scholar, not trained to be a university professor. The level of the university had dropped considerably, compared to what I experienced before, in two years of studies. Yet, we had a difficult time with the two new languages and also a course in military preparedness. All the students, men and women, had to learn military tactics and had to train in the fields, to become efficient shots. The training was done out-of-doors, in rain, snow or sleet. At every session, one was given three bullets. If you did not achieve a good score, you got a low grade. Fear of losing the scholarship made me try very hard and I lay so long on the frozen ground or soggy field, in order to do it right. In the end, in May 1941, I got very sick with pleurisy and just barely made it through the exams in June 1941, that fateful month when the Germans attacked. — Pearl Fichman

Japanese universities have a chair system that is a fixed hierarchy. This has its merits when trying to work as a laboratory on one theme. But if you want to do original work you must start young, and young people are limited by the chair system. Even if students cannot become assistant professors at an early age they should be encouraged to do original work.
... Industry is more likely to put its research effort into its daily business. It is very difficult for it to become involved in pure chemistry. There is a need to encourage long-range research, even if we don't know its goal and if its application is unknown. — Kenichi Fukui

I am aware that teachers in modern societies often face tremendous challenges. Classes can be very large, the subjects taught can be very complex, and discipline can be difficult to maintain. Given the importance, and the difficulty, of teachers' jobs, I was surprised when I heard that in some western societies today teaching is regarded as a rather low-status profession. That is surely very muddled. Teachers must be applauded for choosing this career. They should congratulate themselves, particularly on days when they are exhausted and downhearted. They are engaged in work that will influence not just students' immediate level of knowledge but their entire lives, and thereby they have the potential to contribute to the future of humanity itself. — Dalai Lama XIV

If football were managed as democratically as the Athenian government the students to play for their university would be chosen by lot. But in matters of government it is difficult to know who has the most skill, and very far from certain that a politician will use his skill in the public interest rather than in his own or in that of his class or party or creed. — Anonymous

Walter Mischel and his students exposed four-year-old children to a cruel dilemma. They were given a choice between a small reward (one Oreo), which they could have at any time, or a larger reward (two cookies) for which they had to wait 15 minutes under difficult conditions. — Daniel Kahneman

There was a golden period that I look back upon with great regret, in which the cheapest of experimental animals were medical students. Graduate students were even better. In the old days, if you offered a graduate student a thiamine-deficient diet, he gladly went on it, for that was the only way he could eat. Science is getting to be more and more difficult. — George Wald

Students are suffering under incredibly high tuitions and high student loan interest rates. They graduate from school, and they're having a very difficult time finding a job. They don't feel as though there are honest leaders who are listening to them, and who will be a part of the solution. — Tulsi Gabbard

Donald Saari uses a combination of stories and questions to challenge students to think critically about calculus. "When I finish this process," he explained, "I want the students to feel like they have invented calculus and that only some accident of birth kept them from beating Newton to the punch." In essence, he provokes them into inventing ways to find the area under the curve, breaking the process into the smallest concepts (not steps) and raising the questions that will Socratically pull them through the most difficult moments. Unlike so many in his discipline, he does not simply perform calculus in front of the students; rather, he raises the questions that will help them reason through the process, to see the nature of the questions and to think about how to answer them. "I want my students to construct their own understanding," he explains, "so they can tell a story about how to solve the problem. — Ken Bain

Without there being some national strategy, it is difficult for educators to know what kinds of engineers or technicians to produce and for potential students to know what professions to study for. — Ha-Joon Chang

With the threat of failure looming, students with the growth mindset set instead mobilized their resources for learning. They told us that they, too, sometimes felt overwhelmed, but their response was to dig in and do what it takes. They were like George Danzig. Who? George Danzig was a graduate student in math at Berkeley. One day, as usual, he rushed in late to his math class and quickly copied the two homework problems from the blackboard. When he later went to do them, he found them very difficult, and it took him several days of hard work to crack them open and solve them. They turned out not to be homework problems at all. They were two famous math problems that had never been solved. — Carol S. Dweck

In a traditional classroom, the spread between the fastest and slowest students grows over time, [and so] putting them all in one class cohort eventually makes it exceedingly difficult to avoid either completely boring the fast students or completely losing the slow ones. Most school systems address this by ... putting the "fastest" students in "advanced" or "gifted" class ... and the slowest students into "remedial" classes. It seems logical ... except for the fact that it creates a somewhat permanent intellectual and social division between students. — Salman Khan

Too many students who are technically quite far advanced do not properly interpret the technically less difficult pieces they play, because they regard them as beneath serious consideration. This is a fundamental error in musical taste and judgment. — Leopold Auer

To teach students any psychology they did not know before, you must surprise them. But which surprise will do? Nisbett and Borgida found that when they presented their students with a surprising statistical fact, the students managed to learn nothing at all. But when the students were surprised by individual cases - two nice people who had not helped - they immediately made the generalization and inferred that helping is more difficult than they had thought. — Daniel Kahneman

I take my fearless approach into my teaching by helping my students to realize their potential through yoga. I have a gift for making difficult poses accessible and reminding people that postures, and anything in life, are only as hard as you make them out to be. — Kathryn Budig

Fossey, Fossey, you cranky difficult strong-arming self-destructive misanthrope, mediocre scientist, deceiver of earnest college students, probable cause of more deaths of the gorillas than if you had never set foot in Rwanda, Fossey, you pain-in-the-ass saint, I do not believe in prayers or souls, but I will pray for your soul, I will remember you for all of my days, in gratitude for that moment by the graves when all I felt was the pure, cleansing sadness of returning home and finding nothing but ghosts. — Robert M. Sapolsky

In our studies we keep seeing how difficult it is for traumatized people to feel completely relaxed and physically safe in their bodies. We measure our subjects' HRV by placing tiny monitors on their arms during shavasana, the pose at the end of most classes during which practitioners lie face up, palms up, arms and legs relaxed. Instead of relaxation we picked up too much muscle activity to get a clear signal. Rather than going into a state of quiet repose, our students' muscles often continue to prepare them to fight unseen enemies. A major challenge in recovering from trauma remains being able to achieve a state of total relaxation and safe surrender. — Bessel A. Van Der Kolk

At the Harvard Business School, I really felt I had gained the ability to resolve difficult issues. But I also felt that I wasn't in the mainstream with my fellow students. During job-hunting season, for example, everybody shaved their beards for interviews. I thought, 'This is crazy.' So I grew a beard. — Thomas G. Stemberg

The funniest novel you've never read ... Afternoon Men is a revelation to sophisticated readers of every stripe, but especially to a certain kind of artist manqu on the brink of discovering that life is a more difficult business than he ever had reason to expect ... The subject matter is 'relatable,' as my students like to say. Better still, though, is what you can learn about the craft of writing from this marvelous book ... Indeed, if you're looking for a funny, nonportentous Hemingway, then the early Powell is your man. — Blake Bailey

My task as a language arts teacher is to provide texts that are not so difficult that my students shut down in frustration and not so easy that my students don't push their thinking. — Kimberly Hill Campbell

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology. — Ian Lamont

My advice to students when I taught negotiations was that if you think the other side has made an outrageous proposal, you should not come back with an equally outrageous counteroffer, creating a gap that will be difficult to bridge in further negotiations. Instead you should make a scene, storm out or threaten to do so, and make it clear - to yourself as well as to the other side - that you will not continue the negotiation with that number on the table. — Daniel Kahneman

It is difficult for a student to pick a good teacher, but it is more difficult for a teacher to pick a good student. — Yip Man