Me Questions For Students Quotes & Sayings

When our children are old enough, and if we can afford to, we send them to college, where despite the recent proliferation of courses on 'happiness' and 'positive psychology,' the point is to acquire the skills not of positive thinking but of *critical* thinking, and critical thinking is inherently skeptical. The best students
and in good colleges, also the most successful
are the ones who raise sharp questions, even at the risk of making a professor momentarily uncomfortable. Whether the subject is literature or engineering, graduates should be capable of challenging authority figures, going against the views of their classmates, and defending novel points of view. — Barbara Ehrenreich

Questions are the important thing, answers are less important. Learning to ask a good question is the heart of intelligence. Learning the answer-well, answers are for students. Questions are for thinkers. — Roger Schank

Tengo's lectures took on uncommon warmth, and the students found themselves swept up in his eloquence. He taught them how to practically and effectively solve mathematical problems while simultaneously presenting a spectacular display of the romance concealed in the questions it posed. Tengo saw admiration in the eyes of several of his female students, and he realized that he was seducing these seventeen- or eighteen-year-olds through mathematics. His eloquence was a kind of intellectual foreplay. Mathematical functions stroked their backs; theorems sent warm breath into their ears. — Haruki Murakami

What really resonated with my students, I think, is that most of the writers we worked with were journalists, and when they saw journalists simply raising questions and being put in jail for that, it did freak them out a little bit. — Adam Braver

I use to think being a warning was not meant to be apart of anyone's life purpose. However, how could you teach anything in life, without the deepest understanding of what not to do? Personally, I don't want someone offering advice, unless they have been to hell and back with a map and a compass. — Shannon L. Alder

The Bible was penned by men. The Epistles of Paul were penned by that evangelist salesman and his students, desperate to bring mystery and excitement into a quiet philosophy, turning it into a religion promising the secret of an afterlife, answers to questions that previously no one could answer. Always remember, words written by men have an agenda. Sometimes their agenda is for the better, but it's usually for the self, and that almost always leads down a dangerous path."

~Character Mark from The Awakening, book one of The Judas Curse series. — Angella Graff

My rule in making up examination questions is to ask questions which I can't myself answer. It astounds me to see how some of my students answer questions which would play the deuce with me. — Henry Adams

Most students don't trust their own insights and questions when they are reading a biblical assignment. They expect that there must be a point, a right reading that they're missing, and that they don't have the authority to suggest any other interpretation. — Timothy Beal

One of the big misapprehensions about mathematics that we perpetrate in our classrooms is that the teacher always seems to know the answer to any problem that is discussed. This gives students the idea that there is a book somewhere with all the right answers to all of the interesting questions, and that teachers know those answers. And if one could get hold of the book, one would have everything settled. That's so unlike the true nature of mathematics. — Leon Henkin

It's clear by now that the problem of language evolution is completely intractable when you approach it from the perspective of a single discipline. For all the salient questions to be answered, the multidisciplinary nature of the field will have to become even more so. So far, it has taken years for individuals in different departments to start talking, to develop research questions that make sense for more than one narrow line of inquiry, and to start to understand one another's points of view. The field of language evolution needs students who can synthesize information from neuroscience, psychology, computer modeling, genetics, and linguistics. The more this happens, the richer and wider the field will become, instead of devolving around one or two theoretical issues. — Christine Kenneally

Questions to ask yourself: Are you a good teacher? Who would know? You would. Your students. Your friends. Your God. Not a bad audience, that! — Joe J. Christensen

As far as innovation goes, I can tell you that Korean students are reluctant to step out of line. If I ask questions, nobody raises their hands - not because they don't know the answers, but because they don't want to step out of line. — Dan Shechtman

Alby had a gruff, unavailable way of teaching. He did the action as he wanted it done and your job was to copy it. He didn't suffer questions well and preferred to increase the work rather than stop and clarify technique. It was early March when I started. The only other students were a myopic woman, who was clearly better suited to yoga, and Crazy Chris. Alby called him this openly. Chris didn't mind. He was crazy. He couldn't generally remember his right from his left and anything past the most basic punches was beyond him. It didn't stop him talking constantly about how he was going to join the Turkish army. It didn't stop him hitting anything he could as hard as he could whenever he could, either. — Heath Lander

Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable. — Sara Lawrence-Lightfoot

One of the hallmarks of great teachers is that they rejoice when their students surpass them. Encouraging an atmosphere of questioning and inviting people to grow within your classroom isn't necessarily easy; which must explain why people who want to create cults or die hard followers discourage questioning in general. They would rather have people reciting their dogma than asking hard questions. — Gudjon Bergmann

We need to encourage an attitude of constant questioning, which is a genuine part of our potential as students. If students were required to drop their questions, that would create armies of zombies- rows of jellyfish ... The questioning mind is absolutely necessary. — Chogyam Trungpa

Efforts to develop critical thinking falter in practice because too many professors still lecture to passive audiences instead of challenging students to apply what they have learned to new questions. — Derek Bok

Then, too, I am constantly confronted by students, some of whom have already rejected all ways but the scientific to come to know the world, and who seek only a deeper, more dogmatic indoctrination in that faith (although the world is no longer in their vocabulary). Other students suspect that not even the entire collection of machines and instruments at MIT can significantly give meaning to their lives. They sense the presence of a dilemma in an education polarized around science and technology, an education that implicitly claims to open a privileges access-path to fact, but that cannot tell them how to decide what to count as fact. Even while they recognize the genuine importance of learning their craft, they rebel at working on projects that appear to address themselves neither to answering interesting questions of fact nor to solving problems in theory. — Joseph Weizenbaum

A book isn't a single, static thing with one unarguable meaning. Each reader who comes to it brings his own special knowledge, habits and attitudes. Each reader reads a different book. Each reader imagines a different story.
A few years ago, for instance, a friend of my mother's sent me a copy of a test on Rite of Passage that she had given her students. The first question read: "True or False? The theme of Rite of Passage is ... " I can't tell you what the presumed themed was, but I can tell you that I didn't recognize it. Beads of sweat leaped out of my forehead. After two more questions, I had to put the test aside. I didn't know the "right" answers. — Alexei Panshin

There are very few works of fiction that take you inside the heads of all characters. I tell my writing students that one of the most important questions to ask yourself when you begin writing a story is this: Whose story is it? You need to make a commitment to one or perhaps a few characters. — Julia Glass

Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society's tacit agreement about what it has decided it does not and cannot know? — Barbara Johnson

The big idea we start with is: "How is the genome interpreted, and how are stable decisions that affect gene expression inherited from one cell to the next?" This is one of the most competitive areas of molecular biology at the moment, and the students are reading papers that in some instances were published this past year. As a consequence, one of the most common answers I have to give to their questions is, "We just don't know." — Shirley M. Tilghman

He'd no longer be a grade-motivated person. He'd be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside. He'd be a free man. He wouldn't need a lot of discipline to shape him up. In fact, if the instructors assigned him were slacking on the job he would be likely to shape them up by asking rude questions. He'd be there to learn something, would be paying to learn something and they'd better come up with it.
Motivation of this sort, once it catches hold, is a ferocious force ... — Robert M. Pirsig

For too long some of our schools have taught too many subjects as subsets of dogmatic commitments ... Too often, education made our students less flexible- confident to the point of arrogance that they now had all the answers- rather than more flexible- humble in their lifelong openness to new questions and new responses. An important goal of quality education is to equip each generation to participate effectively in what has been called 'the great conversation' of our times. This means, on one hand, being unafraid of controversy. But, on the other hand, it also means being sensitive to the values and outlooks of others. — His Highness The Aga Khan

Lately I've been going to all these high schools talking to the students, answering their questions, listening to what they have to say. It has been an incredible journey to be around them and try to give them what my mother gave me. — Jill Scott

One of the very important characteristics of a student is to question. Let the students ask questions. — A. P. J. Abdul Kalam

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

Deepika asked questions like a diligent student. She talks little and saves all she has for the shot. — Sanjay Leela Bhansali

At a time when we need an urgent national conversation about how schools and curriculum should address the environmental crisis, we're being told that the problems we need to focus on are teacher incompetence, government monopoly, and market competition. The reform agenda reflects the same private interests that are moving to shrink public space-interests that have no desire to raise questions that might encourage students to think critically about the roots of the environmental crisis, or to examine society's unsustainable distribution of wealth and power. — Bill Bigelow

Teachers seeking to 'teach the controversy' over Darwinian evolution in today's climate will likely be met with false warnings that it is unconstitutional to say anything negative about Darwinian evolution. Students who attempt to raise questions about Darwinism, or who try to elicit from the teacher an honest answer about the status of intelligent design theory will trigger administrators' concerns about whether they stand in Constitutional jeopardy. A chilling effect on open inquiry is being felt in several states already, including Ohio. South Carolina, and Pennsylvania. [District Court] Judge Jones's message is clear: give Darwin only praise, or else face the wrath of the judiciary. — David K. DeWolf

When students become empowered to ask questions and seek out answers, everything changes, and you cannot - and should not - think that you can leave inquiry at the classroom door. When teachers see themselves as learners and researchers and planners, they will question traditions and policies. And as a community, everyone has to learn how to bring these ideas to bear to make the school whole. We must understand that this is what is — Chris Lehmann

Two Dutch researchers did a study in which they had groups of students answer forty-two fairly demanding questions from the board game Trivial Pursuit. Half were asked to take five minutes beforehand to think about what it would mean to be a professor and write down everything that came to mind. Those students got 55.6 percent of the questions right. The other half of the students were asked to first sit and think about soccer hooligans. They ended up getting 42.6 percent of the Trivial Pursuit questions right. The "professor" group didn't know more than the "soccer hooligan" group. They weren't smarter or more focused or more serious. They were simply in a "smart" frame of mind, and, clearly, associating themselves with the idea of something smart, like a professor, made it a lot easier - in that stressful instant after a trivia question was asked - to blurt out the right answer. — Malcolm Gladwell