Quotes & Sayings About Model Students

If schools continue to follow an outdated educational model focusing on preparation for an industrialized workforce, they run the risk of becoming irrelevant to our students and communities. — Eric C. Sheninger

The pursuit of learning is not a piece of content that can be taught. It is a value that teachers model. Only teachers who are avid, internally motivated learners can truly teach their students the joy of learning. — Martin Haberman

Our schools teach the opposite: institutionalized education traffics in a kind of homogenized, generic knowledge. Everybody who passes through the American school system learns not to think in power law terms. Every high school course period lasts 45 minutes whatever the subject. Every student proceeds at a similar pace. At college, model students obsessively hedge their futures by assembling a suite of exotic and minor skills. Every university believes in "excellence," and hundred-page course catalogs arranged alphabetically according to arbitrary departments of knowledge seem designed to reassure you that "it doesn't matter what you do, as long as you do it well." That is completely false. It does matter what you do. You should focus relentlessly on something you're good at doing, but before that you must think hard about whether it will be valuable in the future. — Peter Thiel

At Camfed, we have focused on transforming the vicious cycle of poverty in many rural African communities into a cycle of opportunity. Alumnae of Camfed's programs go on to become role models and mentors for future generations of young students. We call this the 'virtuous circle,' and we know this is a model that works. — Ann Cotton

The students in your youth ministry don't need your clever ideas and great programming skills. They need a living model - a man or woman of God who is passionate about his or her faith. — Doug Fields

Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs. — Oliver DeMille

[Faculty ... ] insisted that the lecture and live demonstration was a sacred space. Faculty talked about the importance of debating with students, responding to questions, and presenting a model for how to argue a point and respect differences. They talked about the sanctity of live demonstrations - the importance of doing science in real time. They wanted students to watch live, imperfect lectures and demonstrations and feel part of an in-person community. They say the classroom as a place where you learned to love the 'as-is' of nature as much as you love the 'as-if' of the virtual. — Sherry Turkle

They [academy writing programs] have no concept that the world has changed, that publishing has changed, that filmmaking has changed, and if you're not constantly looking at your education model and adjusting for the change, you'll find yourself teaching antiquity. Like all of these programs that won't accept students who are writing genre fiction - what an institutional ego! — Tod Goldberg

Bonhoeffer's recurring theme of incarnation - that God did not create us to be disembodied spirits, but flesh-and-blood human beings - led him to the idea that the Christian life must be modeled. Jesus did not only communicate ideas and concepts and rules and principles for living. He lived. And by living with his disciples, he showed them what life was supposed to look like, what God had intended it to look like. It was not merely intellectual or merely spiritual. It was all these things together; it was something more. Bonhoeffer aimed to model the Christian life for his students. — Eric Metaxas

Most Christian teachers would profess to believe that their students are made in the image of God. . .Classroom practices, however, often reveal that students are not treated accordingly. They are not challenged to think through issues and carefully examine the various positions relevant to the issue. Instead they are simply given information as correct answers to be remembered and reproduced on a test or in some other written form. Rather than create an art project that reveals something about the way they view the world, they are given specific instructions for completing each step of the project and criticized, for example, if the trees are not green. While verbally teaching Johnny that he is an important person, a teacher may employ a learning model or classroom discipline system that clearly treats him as on object to be shaped and controlled by a system. . . (p18) — Donovan L. Graham

response to intervention (RTI) is our best hope to provide every child with the additional time and support needed to learn at high levels. RTI's underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need. To achieve this goal, we remain equally convinced that the only way for an organization to successfully implement RTI practices is within the professional learning community (PLC) model. — Austin Buffum

Educationists should build the capacities of the spirit of inquiry, creativity, entrepreneurial and moral leadership among students and become their role model. — A. P. J. Abdul Kalam

Law students are famous for busting their buns to make high grades, sometimes at the expense of health and relationships, thinking, 'Later I'll be happy, because the American dream will be mine,' " said Lawrence S. Krieger, a law professor at Florida State University and an author of the study. "Nice, except it doesn't work." The problem with the more prestigious jobs, said Mr. Krieger, is that they do not provide feelings of competence, autonomy or connection to others - three pillars of self-determination theory, the psychological model of human happiness on which the study was based. Public-service jobs do. — Anonymous

Students of the psychedelic realm know that one's expectations are a powerful determinant of the direction, content, and outcome of the experience. So, we should say at the outset that the experiences recounted here were preceded by careful preparation, where the trip was presented as a learning experience and a process of self-discovery. They all took place in safe, supportive environments. They generally did not fit the stereotypical model of teenagers dropping acid at a rock concert, looking for awesome visuals and good vibes. — Rick Doblin

The factory model of education is the wrong model for the 21st century. Today, our schools must prepare all students for college and careers-and do far more to personalize instruction and employ the smart use of technology. — Arne Duncan

We have created a culture of reading poverty in which a vicious cycle of aliteracy has the potential to devolve into illiteracy for many students. By allowing students to pass through our classrooms without learning to love reading, we are creating adults (who then become parents and teachers) who don't read much. They may be capable of reading well enough to perform academic and informational reading, but they do not love to read and have few life reading habits to model for children. — Donalyn Miller

In a traditional academic model, the time allotted to learn something is fixed while the comprehension of the concept is variable. Washburne was advocating the opposite. What should be fixed is a high level of comprehension and what should be variable is the amount of time students have to understand a concept. — Salman Khan

Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized
it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn. — Sri Sri Ravi Shankar

At school, they were driven, quiet, invisible, model students, Aglionby Academy's 11-percent-of-our-student-body-is-diverse-click-the-link-to-find-out-more-about-our-overseas-exchange-programs. Here, they slouched. They would not slouch at school. Here, they were angry. They could not afford to be angry at school. Here, they were loud. They did not trust themselves to be loud at school. — Maggie Stiefvater

I ended Affirmative Action by executive order and replaced it with a leadership model that created more opportunities for African-American and Hispanic students. — Jeb Bush

My real purpose in telling middle-school students stories was to practice telling stories. And I practiced on the greatest model of storytelling we've got, which is "The Iliad" and "The Odyssey." I told those stories many, many times. And the way I would justify it to the head teacher if he came in or to any parents who complained was, look, I'm telling these great stories because they're part of our cultural heritage. I did believe that. — Philip Pullman

Perhaps we should abandon the whole idea of trying to make students intelligent and focus on the idea of making them less ignorant. Doctors do not generally concern themselves with health; they concentrate on sickness. And lawyers don't think too much about justice; they think about cases of injustice. Using this model in teaching would imply identifying and understanding various forms of ignorance and working to eliminate as many of them as we can. — Neil Postman

I was teaching live drawing in a community college and students started zoning in on the face and spending a couple of hours on that and then putting the rest of the body on the face only in the last hour. It didn't work to just tell them, 'Well, you're really not thinking of the body as a totality.' So in desperation I would put a drape over the model's head so they couldn't see it. They had to draw the body and then at the end of the session for an hour I would take the drape off just to try to reverse their procedure. — John Baldessari

Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment. — Salman Khan

To benefit from what the best teachers do, however, we must embrace a different model, one in which teaching occurs only when learning takes place. Most fundamentally, teaching in this conception is creating those conditions in which most
if not all
of our students will realize their potential to learn. That sounds like hard work, and it is a little scary because we don't have complete control over who we are, but it is highly rewarding and obtainable. — Ken Bain