Quotes & Sayings About Relationships With Students

Really, we're fighting because she raised me to never forget I was born on parole, which means no black hoodies in wrong neighborhoods, no jogging at night, hands in plain sight at all times in public, no intimate relationships with white women, never driving over the speed limit or doing those rolling stops at stop signs, always speaking the King's English in the presence of white folks, never being outperformed in school or in public by white students, and, most importantly, always remembering that no matter what, the worst of white folks will do anything to get you. — Kiese Laymon

We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle. — Pedro Noguera

Based on my study of Harvard undergraduates, the average number of romantic relationships over four years is less than one. The average number of sexual partners, if you're curious, is 0.5 per student. (I have no idea what 0.5 sexual partners means, but it sounds like the scientific equivalent of second base.) In my survey, I found that among these brilliant Harvard students, 24 percent are unaware if they are currently involved in any romantic relationship. What — Shawn Achor

Many of our students say, 'We wish we had a mentor in high school. We wish we had someone we could spend more time with, who paid more attention to us, who I could sit down with and talk to when I had a problem.' So relationships are critical. — Gerald Chertavian

I spent half my childhood trying to be like my dad. True for most boys, I think. It turns with adolescence. The last thing I wanted was to be like my dad. It took becoming a man to realize how lucky I'd been. It took a few hard knocks in life to make me realize the only thing my dad had ever wanted or worked for was to give me a chance at being better than him. — Tucker Elliot

Pennebaker began his studies in the 1980s when he asked students to write about traumatic, stressful or emotional events for twenty minutes over three consecutive days. His results found improvements in both physical and psychological health. People were happier and healthier when they wrote, including reduced visits to doctors, positive effects on blood pressure, improved liver and immune system functioning and less use of pain medication. Writing also had beneficial effects on emotional health and enhanced social relationships. — Patricia McAdoo

But the compulsive overachievement of today's elite college students - the sense that they need to keep running as fast as they can - is not the only thing that keeps them from forming the deeper relationships that might relieve their anguish. Something more insidious is operating, too: a resistance to vulnerability, a fear of looking like the only one who isn't capable of handling the pressure. These are young people who have always succeeded at everything, in part by projecting the confidence that they always will. Now, as they get to college, the stakes are higher and the competition fiercer. Everybody thinks that they are the only one who's suffering, so nobody says anything, so everybody suffers. Everyone feels like a fraud; everybody thinks that everybody else is smarter than they are. — William Deresiewicz

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

It is part of the work of education to have substantive relationships with your students. — Freeman A. Hrabowski III

When social software becomes a component of formal education, students and teachers interact with one another in more meaningful ways, creating a variety of positive results. Ted Panitz (1997) details over 67 benefits from engaging in collective learning, arguing that collaborating reduces anxiety, builds self-esteem, enhances student satisfaction, and fosters positive relationships between students and faculty. — Jon Dron

In the universities, we teach you what we decide you need to know. And the employers find out when they hire people that students didn't learn what we needed them to learn. Online learning offerings, like the University of Phoenix, have relationships with employers and teach what you need to know. — Clayton M Christensen

When my muffin top makes an appearance after a dedicated weekend of pizza indulging, when I feel too tired to write and all my words sound boring, when my students aren't laughing at my jokes, I am still enough. — Michelle Elaine Kennedy

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

We're not teaching our students the importance of relationships with other people: how you work with them, what the relational pathology consists of, how you examine your own conscience, how you examine the inner world, how you examine your dreams. — Irvin D. Yalom

I thought, Dad.
Could I go to Vietnam for you?
Dad, I could do it. I could do it for you. I could go to the places you fought. I could find the bits and pieces of your heart and soul left behind. If I bring them back, would it heal your pain?
Dad, you gave me life. You made possible every good thing in my life. Why do you insist on fighting your nightmares and memories and monsters alone?
You don't have to do it alone, Dad. I could help you fight.
Dad, you know what?
I'll be back before you find out so you don't have to be afraid. I'm going to Vietnam. — Tucker Elliot

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

There's something melancholy about professors because they're chronically abandoned. They form these lovely relationships with students and then the students leave and the professors stay the same. It's like they're chronically abandoned. — Josh Radnor

There is something particularly appealing about teaching a subject that seems to deal with the lowest kind of relationships-accidents, ambulance chasing-because you can show students that these raise the most fundamental questions about the structure of society. — Guido Calabresi

To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators. They are mentors, coaches, motivators, and lifelong sources of inspiration to their students. Teaching is an art form. Great teachers know they have to cultivate curiosity, passion and creativity in their students. — Ken Robinson

The quality of the relationships that students have in class with their peers and teachers is important to their success in school. — Bob Pletka

Tied to consciousness are all positive qualities, so that ocean within is an ocean of unbounded intelligence, unbounded creativity, unbounded happiness, unbounded love, unbounded energy, and unbounded peace. And when students start expanding consciousness in those positive qualities, their relationships improve, their grades go up, their happiness goes up, the fighting and bullying stops, and things get very, very, very good. — David Lynch

Functional, moderate guilt," writes Kochanska, "may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends." This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study's authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and "hyper-competitiveness.") Of — Susan Cain

Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future. — Marshall B. Rosenberg