Problems Of Students Quotes & Sayings

One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution. — George Polya

Nothing you'll read as breaking news will ever hold a candle to the sheer beauty of settled science. Textbook science has carefully phrased explanations for new students, math derived step by step, plenty of experiments as illustration, and test problems. — Eliezer Yudkowsky

Even as we improved as teachers and as students, the children continued to have raging impulse-control problems; the very thing that made them spontaneous and immediate could also make them mean ... The other teachers and I had dreamed of taking the kids on field trips, to remove them from the grip and tangle of life
of a day on the beach; of sandy, sacramental hot dogs; of playing in the ocean, making sculptures, and drawing with sticks. But we could barely manage them in class. — Anne Lamott

The easiest method of acquiring the habit of scholarship is through acquiring the ability to express oneself clearly in discussing and disputing scholarly problems. This is what clarifies their import and makes them understandable. Some students spend most of their lives attending scholarly sessions. Still, one finds them silent. They do not talk and do not discuss matters. More than is necessary, they are concerned with memorizing. Thus, they do not obtain much of a habit in the practice of scholarship and scholarly instruction. — Ibn Khaldun

Because my graduate academic training at law school was not one that included most of the intellectual traditions I find useful for understanding the conditions and problems that most concern me - anti-colonial theories, Foucault, critical disability studies, prison studies and the like are rarely seen in standard US Law School curricula, where students are still fighting on many campuses to get a single class on race or poverty offered - I developed most of my thinking about these topics through activist reading groups and collaborative writing projects with other activist scholars. — Dean Spade

Current education in science treats all students as if they were going to have scientific careers. They are required to solve problems and memorize lists. For many of them, this kills interest very quickly. — Philip Kitcher

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

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal. — Richard P. Feynman

Teachers influence the problems that are posed through engaging students with specific materials and experiences as well as by determining the understandings at the center of a particular unit of inquiry. Teachers, however, negotiate the curriculum with students, not just build curriculum from students, so that investigations grow out of process. Guided inquiry, where the teacher is the problem-poser and students are problem-solvers, is often found in skill instruction. For example, teachers may use assessment to determine students' needs as readers and — Simon Davidson

Academics, who work for long periods in a self-directed fashion, may be especially prone to putting things off: surveys suggest that the vast majority of college students procrastinate, and articles in the literature of procrastination often allude to the author's own problems with finishing the piece. — James Surowiecki

The purpose of random testing is not to catch, punish, or expose students who use drugs, but to save their lives and discover abuse problems early so that students can grow up and learn in a drug-free environment. — John Walters

I try to tell a lot of stories to make my students aware that the world is a very cool place with many problems that need solving, and that they all can help solve them. — Sarah Parcak

One of the problems with studies that examine the effects of violent imagery is that they typically use mentally healthy psychology students. If you want to do a meaningful study, show movies like Body Double and Copycat to a group of sexual psychopaths the day before you release them. — Park Dietz

Mathematics is about problems, and problems must be made the focus of a student's mathematical life. Painful and creatively frustrating as it may be, students and their teachers should at all times be engaged in the process - having ideas, not having ideas, discovering patterns, making conjectures, constructing examples and counterexamples, devising arguments, and critiquing each other's work. — Paul Lockhart

Your child with dyslexia is twice as likely as other children to have ADD; about 15 percent of students with reading problems are also diagnosed with ADD. Conversely, a child with ADD is twice as likely to have difficulties with reading; about 36 percent of children with ADD also have dyslexia. It — Jody Swarbrick

Politics was good a hundred years ago. Today, politicians have no ability to solve any problems because they are not students of behavior. They are not students of agriculture, oceanography - they know nothing about the factors that operate the world. — Jacque Fresco

I regularly tell our seminary students that if I happen to visit the church in which one of them serves, I will not ask first, "Is this man a good preacher?" Rather, first of all I will ask the secretaries, office staff, janitors, and cleaners what it is like to work for this pastor. I will ask, "What kind of man is he? Is he a servant? Is he demanding and harsh, or his he patient, kind, and forbearing as a man in authority?" One of our graduates may preach great sermons, but if he is a pain to work for, then you know he will cause major problems in any congregation. Leaders in the church are required by Scripture to set an example in the areas of love, kindness, gentleness, patience, and forbearance before they are appointed to preach, teach, and rule. If we obediently require these attitudes and character traits of our leaders, what will our "new community" look like — Jerram Barrs

As long as museums and universities send out expeditions to bring to light new forms of living and extinct animals and new data illustrating the interrelations of organisms and their environments, as long as anatomists desire a broad comparative basis human for anatomy, as long as even a few students feel a strong curiosity to learn about the course of evolution and relationships of animals, the old problems of taxonomy, phylogeny and evolution will gradually reassert themselves even in competition with brilliant and highly fruitful laboratory studies in cytology, genetics and physiological chemistry. — William King Gregory

Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] ... normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand. — Noam Chomsky

It reminded me that they [the students] were more than just their scholarly shortcomings and gripes about the workload. Each had a history, a set of problems. Each, for better or worse, was anchored to a family. — Wally Lamb

So, that sucked," I said, trying to sound as jovial as possible. "Side effect of dating in the magical world, I guess."
He made a sound of amusement, his shoulders jerking slightly. But he still didn't look at me. "You think those guys ever had these kinds of problems?" he asked, nodding toward the picture. It was the one depicting the very first class at Hecate Hall, back in 1903. There had only been a few students that year, back when the school hadn't been used for punishment but as a kind of safe house.
"Probably," I said. "That chick in the straw hat seems kind of skanky. — Rachel Hawkins

The uninitiated often assumed that undergraduate students were at the bottom rung, but undergrads were the paying customers, or at least their parents were. And paying customers needed to be kept happy. Grad students worked for the school as teaching and research assistants--TAs and RAs--but weren't really proper employees, and as such they weren't entitled to the benefits that, say, a cataloger in the Coffey Library received. Then there was the fact that they had to learn to leave behind passive studying and test taking, which was what most of them had been taught in their school careers up to that point, and learn how to actively attack research problems and come up with new ideas, all while being poorly paid. Like Helen had said, a not insignificant number of grad students left after a year instead of sticking around to work on obtaining their PhDs. Who could blame them? Industry paid more and had better benefits. — Neve Maslakovic

Fears to look bad in front of other people, to say something wrong, to be laughed at - all those fears deprive us of half of our abilities. This is one of the main school problems. That teacher understands it, who can teach students to study without fear of the teacher, without fear of classmates, and, the most important, without fear of a subject. — Simon Soloveychik

Five hundred years before Christ was born, the Greek philosopher Heraclitus told his students that "everything changes except the law of change". He said: "You cannot step in the same river twice." The river changes every second; and so does the man who stepped in it. Life is a ceaseless change. The only certainty is today. Why mar the beauty of living today by trying to solve the problems of a future that is shrouded in ceaseless change and uncertainty-a future that no one can possibly foretell? — Dale Carnegie

One teacher recently retired with a half-million dollars after 30 years of working hard, caring, dedicating herself and totally immensing herself in the problems of the students. That gave her $50. The rest of the money came from the death of a rich uncle. — Milton Berle

Sure, they became frustrated with students at times and occasionally displayed impatience, but because they were willing to face the failures of teaching and believed in their capacity to solve problems, they tried not to become defensive with their students or build a wall around themselves. Instead, they tried to take their students seriously as human beings and treated them the way they might treat any colleague, with fairness, compassion, and concern. That approach found reflection in what they taught, how they taught it, and how they evaluated students, but it also appeared in attempts to understand their students' lives, cultures, and aspirations. It even emerged in their willingness to see their students outside of class. — Ken Bain

A few words of criticism and I can bear a grudge for three days at a time, convinced she is plotting against me. None of this has diminished despite years of self-analysis, therapy and "writing as healing", as some of my students used to call the attempt to make at. Nothing has cured me of myself, of the self I cling to. If you asked me, I would probably say that my problems are myself; my life is my dilemmas. I'd better enjoy them, then. — Hanif Kureishi

For students, understanding the separate and unique functions of each branch of government can help them understand how different kinds of government officials can help solve different kinds of problems. — Sandra Day O'Connor

My volcano of compress anger was about to erupt in school, and it would take more than five years for my molten lava to be brought under control, which was through the loss of my sight. However, shouldn't there be a way of detecting and reaching out to kids like me before there is a massive problem? Why wait until there is a devastating eruption before we intervene? — Drexel Deal

I guess it's the age group of students; You are questioning life. Then there are those who actually see their problems reflected in it. — Trisha Goddard

Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers. — Linda Darling-Hammond

It is an unfortunate fact that proofs can be very misleading. Proofs exist to establish once and for all, according to very high standards, that certain mathematical statements are irrefutable facts. What is unfortunate about this is that a proof, in spite of the fact that it is perfectly correct, does not in any way have to be enlightening. Thus, mathematicians, and mathematics students, are faced with two problems: the generation of proofs, and the generation of internal enlightenment. To understand a theorem requires enlightenment. If one has enlightenment, one knows in one's soul why a particular theorem must be true. — Herbert S. Gaskill

Sometimes, you've got to be in a place. You're just another guy. You can just blend in. I live out in the wilds of nowhere, out in Jersey. Even there, there's sometimes problems. College students like journey out there and show up at 11 o'clock at night, on my porch, looking into the door not saying anything. My wife and I are sitting there; it's really creepy. — Lou Reed

Our teaching of mathematics revolves around a fundamental conflict. Rightly or wrongly, students are required to master a series of mathematical concepts and techniques, and anything that might divert them from doing so is deemed unnecessary. Putting mathematics into its cultural context, explaining what is has done for humanity, telling the story of its historical development, or pointing out the wealth of unsolved problems or even the existence of topics that do not make it into school textbooks leaves less time to prepare for the exam. So most of these things aren't discussed. — Ian Stewart

Maybe Justin, my students, spoiled me for people my own age, usually so boring, talking about their endless health problems, pros/cons of being cremated, not realizing they're already dead in the most tragic way. — Alma Luz Villanueva

Most schooling is training for stupidity and conformity, and that's institutional, but occasionally you get a spark, somebody'll challenge your mind, make you think and so on, and that has a tremendous effect you just reach all sorts of people. Of course if you do it you may very have problems, you have to tread the narrow line. There are plenty of people who don't want students to think, they're afraid of the crisis of democracy. If people start thinking you get all these problems that I quoted before. They won't have enough humility to submit to a civil rule or they'll start trying to press their demands in the political arena and have ideas of their own, instead of beleiving what they're told. And privelage and power typically doesn't want that and so they react and the high school teacher that tries to get students to think may find oppression, firing and so on. — Noam Chomsky

Those institutes can develop research-based teaching initiatives in which they work with colleagues across the university to tackle problems. They might focus on why certain groups of students (defined by whatever demography) do not achieve the kind of learning expected, or about how to help all students achieve a new level of development. The initiative would refine the questions; explore the existing literature; and fashion a hypothesis about what might work, a program to implement that hypothesis, and a systematic assessment of the result, ultimately contributing to a growing body of literature on university learning. — Ken Bain

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 will not find the solution to problems of violence, alienation, ignorance, and unhappiness in increasing our security, imposing more tests, punishing schools for their failure to produce 100 percent proficiency, or demanding that teachers be knowledgeable in the subjects they teach. Instead, we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community. — Nel Noddings

No other thinker was so well prepared to give new impetus to the philosophical questions of the younger generation. Though many of his students and successors have attained a higher degree of exactitude and adequacy in their logical analyses of problems in the theory of knowledge, [Moritz] Schlick had an unsurpassed sense for what is essential in philosophical issues. — Albert Blumberg

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

Priscilla has made it a mission to disabuse the students who still come to L'Abri of the Schaeffer mythology. She makes no secret of her nervous breakdowns, her dependence on Prozac, her depression and anxiety attacks, her alcohol-related struggles. She will tell anyone who asks that being a Schaeffer child - and the pressure from Mom to be part of the ministry and, above all, from strangers to live up to their "Schaeffer expectations" - didn't help. When I called her to ask if she would allow me to write about her problems, and she gave me the okay, she also said "Mom drove me crazy, but in fairness I would have suffered from stress and depression anywhere. I would push too hard in L'Abri, then crash. If I had been doing something else just as intense, it would have happened, too." Susan — Frank Schaeffer

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts.
I'm kidding, of course. — William Deresiewicz

Many of our young people spend four years getting very expensive college degrees. But our universities fail them and the nation if they continue to graduate students with expertise in biochemistry, mathematics or history without teaching them to think about what problems are important and why. — Heather Wilson

A young professor I watched in action at one of our large eastern colleges used to stand with his back to the class and mumble explanations of blackboard problems. He was "let out" at the end of two years because students refused to attend his classes. He was given an evasive reason for his dismissal and he left with justifiable bitterness toward the administration. If someone had told him the truth he could have avoided this denouement. Sometimes professors go on for years without any conception of remediable faults which irritate their listeners. — Mary Barnett Gilson

For some students, especially in the sciences, the knowledge gained in college may be directly relevant to graduate study. For almost all students, a liberal arts education works in subtle ways to create a web of knowledge that will illumine problems and enlighten judgment on innumerable occasions in later life. — Derek Bok

Solving Problems with NMR Spectroscopy is a very welcome addition to the existing literature. It fulfills a real need for an up-to-date and authoritatively written introduction for students and practitioners of NMR. — Richard Ernst

Something I tell my students is to read once; then if you still have problems with it, read it a second time. If you still have problems, get drunk and read it a third time ... and you might get something out of it. — Felix Gonzalez-Torres

For the most part, people use "empathy" to mean everything good. For instance, many medical schools have courses in empathy. But if you look at what they mean, they just want medical students to be nicer to their patients, to listen to them, to respect them, to understand them. What's not to like? If they were really teaching empathy, then I'd say there is a world of problems there. — Paul Bloom

People are more motivated and confident when they believe they have more control over their environment. "People with low-power mindsets do less than they otherwise could," said one motivation researcher (Rigoglioso, 2008). Inviting students to have a voice in classroom decisions - where they sit, what day a test takes place, in what order units are studied, or even where a plant should be placed in the classroom - can help them develop that greater sense of control. An added benefit to this strategy could be fewer discipline issues. William Glasser suggests that power is a key need of students, and that 95% of classroom management problems happen because students are trying to fulfill that need (Ryan & Cooper, 2008, p. 85). — Larry Ferlazzo

When I sit with students, I do not just want to help them solve their problems. I want to find a moment with each person where their mind stops and their eyes open. I want us to be together as if we were lying in a field on the underside of the earth on a clear summer night, held only by the magnet of gravity, looking down into a bottomless sea of stars. I want us to remember together the beauty all around us. — Jack Kornfield

The only reason psychology students don't have to do more and harder mathematics than physics students is because the mathematicians haven't yet discovered ways of dealing with problems as hard as those in psychology. — John G. Kemeny

It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented. — John Dewey

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

Brian Walker and David Salt have written a thoughtful and powerful book to help resource users and managers put resilience thinking into practice and aim toward increasing the sustainability of our world. I urge public officials, scholars, and students in public policy programs to place this volume on their list of must-read books. It is a powerful antidote to the overly simplified proposals too often offered as solutions to contemporary problems at multiple scales. — Elinor Ostrom

It is the duty of all teachers, and of teachers of mathematics in particular, to expose their students to problems much more than to facts. — Paul Halmos

The ideology and philosophy of neo-Darwinism which is sold by its adepts as a scientific theoretical foundation of biology seriously hampers the development of science and hides from students the field's real problems. — Vladimir L. Voeikov

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

As soon as one identifies, challenges and overcomes illegitimate power, he or she is an anarchist. Most people are anarchists. What they call themselves doesn't matter to me. The world is full of suffering, distress, violence and catastrophes. Students must decide: does something concern you or not? I say: look around, analyze the problems, ask yourself what you can do and set out on the work! — Noam Chomsky

The vast majority of students probably emerge from college with an adequate grasp of no more than a single method of inquiry. Even this capacity may erode over time if it does not relate to experiences and problems that recur in the student's later life. — Derek Bok

Museum Work and Museum Problems" course, the first academic program specifically designed to cultivate and train men and women to become museum directors and curators. In addition to the connoisseurship of art, the "Museum Course" taught the financial and administrative aspects of running a museum, with a focus on eliciting donations. The students met regularly with major art collectors, bankers, and America's social elite, often at elegant dinners where they were required to wear formal dress and observe the social protocol of high culture. By 1941, Sachs's students had begun to fill the leadership positions of American museums, a field they would come to dominate in the postwar years. — Robert M. Edsel

When students leave college, they are like children who know nothing about the problems of life, and don't have a political stance. — Oscar Niemeyer

The students who feel alienated by current systems of standardization and testing may walk out the door, and it's left to them and others to pay the price in unemployment benefits and other social programs. These problems are not accidental by-products of standardized education; they are a structural feature of these systems. They were designed to process people according to particular conceptions of talent and economic need and were bound to produce winners and losers in just those terms. And they do. Many of these "externalities" could be avoided if education genuinely gave all students the same opportunities to explore their real capabilities and create their best lives. — Ken Robinson

Always Sami. I was tethered to her somehow. To that scared little girl I'd found on the staircase nearly a year earlier; to the past, when teaching was simpler and I could care about everyday problems, when being relentless meant running two extra laps, not waiting for an MP to search the undercarriage of a bus for bombs before letting students approach it. — Tucker Elliot

These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, "How can you design for people if you don't know history and psychology? You can't. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up." He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu.

But as a professor who was popular with his students - and who advocated general education - Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory. — Michael Crichton

Methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me. — Donald Knuth

The same principle held in black universities, where students demanded more and more black teachers. White professors who had virtually dedicated their lives and their academic careers as historians, anthropologists, sociologists, to the problems of racism and its cures, thinking they did this for the good of the oppressed victims of racism (and often suffering social and academic insults as a result), were asked to leave schools in favor of black teachers. Some of them turned very bitter. — John Howard Griffin

His own children were not members of the Clemson incoming freshman class, but two of his nieces and a nephew were. On the news, he outlined his problems with the summer-reading committee's selection. The book talks in graphic terms about pornography, about fetish, about masturbation, about multiple sex partners . . . The book contains a very extensive list of over-the-top sexual and antireligious references. The explicit message that this sends to students is that they are encouraged to find themselves sexually. — Ann Patchett

Once the troops move into Cambodia, the colleges and universities of this country were on the verge of civil war. Many closed down. The students were up in arms. And it looked very much like there were going to be real problems in this country. — William Kunstler

Liebig taught the world two great lessons. The first was that in order to teach chemistry it was necessary that students should be taken into a laboratory. The second lesson was that he who is to apply scientific thought and method to industrial problems must have a thorough knowledge of the sciences. The world learned the first lesson more readily than it learned the second. — Ira Remsen

To put it simply, we need to keep the arts in education because they instill in students the habits of mind that last a lifetime: critical analysis skills, the ability to deal with ambiguity and to solve problems, perseverance and a drive for excellence. Moreover, the creative skills children develop through the arts carry them toward new ideas, new experiences, and new challenges, not to mention personal satisfaction. This is the intrinsic value of the arts, and it cannot be overestimated. — Rod Paige

I never considered myself more able than anybody because I had problems just like anybody else. When I practiced, I solved problems, like any of my fellow students. I looked at my own work, and looked ahead, with blinders, almost. — Marc-Andre Hamelin

By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: 'The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction - how to teach himself. Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to learn. — Alvin Toffler

All over the world there are students, teachers and parents that face serious challenges every day. They need help with real problems that have life-altering consequences - and a group of intelligent professionals brought together to advise and educate stakeholders in need of help ought to be able to do so without behaving like a middle school drama queen. — Tucker Elliot

I tell my students that the odds of their getting published and of it bringing them financial security, peace of mind, and even joy are probably not that great. Ruin, hysteria, bad skin, unsightly tics, ugly financial problems, maybe; but probably not peace of mind. I tell them that I think they ought to write anyway. — Anne Lamott