Self Control For Students Quotes & Sayings

Like any other science, yoga is applicable by people of every clime and time. The theory advanced by certain ignorant writers that yoga is "dangerous" or "unsuitable" for Westerners is wholly false, and has lamentably deterred many sincere students from seeking its manifold blessings. Yoga is a method for restraining the natural turbulence of thoughts, which otherwise impartially prevents all men, of all lands, from glimpsing their true nature of Spirit. Like the healing light of the sun, yoga is beneficial equally to men of the East and to men of the West. The thoughts of most persons are restless and capricious; a manifest need exists for yoga: the science of mind control. — Paramahansa Yogananda

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

To control students is to force them to accommodate to a preestablished curriculum. — Alfie Kohn

Does affirmative action place minority students in colleges where they're likely to fail while depriving other applicants of the chance to attend the most challenging schools where they are capable of succeeding? Does rent control drive up the cost of housing, depriving property owners of the same opportunity to profit as any other investor while driving down the quality and quantity of the housing stock? Do minimum wage laws reduce the number of entry-level jobs, making it harder to escape from poverty? Because compassion, by its nature, subordinates doing good to feeling good, these are questions the warm-hearted rarely pursue. — William Voegeli

The regime of control tightens inexorably in our schools, many of which now have video cameras, police patrols, chain-link fences, random unannounced locker searches, metal detectors, drug-sniffing dogs, networks of informants, undercover police posing as students, and a comprehensive system of passes so that there is a record of each student's authorized whereabouts at all times. What a perfect preparation for life in a prison or a totalitarian society! — Charles Eisenstein

If development proceeds at its present pace, there will come a day in the lifetime of my students when people will not understand why this ever was called the Pajaro Valley. May it go in the public record that some of the damage was done when the good liberals, Todd, Oscar, Parr, and Lowell, held majority control of the city council.
-Frank Bardacke (April, 1991).
Good Liberals and Great Blue Herons — Frank Bardacke

Providing students with the opportunity to choose their own books to read empowers and encourages them. It strengthens their self-confidence, rewards their interests, and promotes a positive attitude toward reading by valuing the reader and giving him or her a level of control. Readers without power — Donalyn Miller

Poorer children grow up with more stress and more disruption, and these disadvantages produce effects on the brain. Researchers often use dull tests to see who can focus attention and stay on task. Children raised in the top income quintile were two-and-a-half times more likely to score well on these tests than students raised in the bottom quintile. — David Brooks

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

Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom. To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid. — Tracy Kidder

Democratic politicians want to solve the crisis of poor education by taking more of your money and using it to reduce classroom sizes in the government schools. Republican politicians want to solve the crisis by taking more of your money to provide vouchers to a handful of the poorest students in each area, paying for a part of the tuition expense at private schools. But before long this 'reform' would make those private schools indistinguishable from the government schools ... Vouchers are an excellent way for the government to increase control over private schools. — Harry Browne

My pre-Yamacraw theory of teaching held several sacred tenets, among these being that the teacher must always maintain an air of insanity, or of eccentricity out of control, if he is to catch and hold the attention of his students. The teacher must always be on the attack, looking for new ideas, changing worn-out tactics, and never, ever falling into patterns that lead to student ennui. — Pat Conroy

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'd been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much. — Amanda Ripley

Change isn't going anywhere, and it is easy to get lost in the minutiae and forget about the teacher you are or the teacher you want to become. To help you revise how you will approach all of this change, take back control of your professional life and happiness by using your philosophical beliefs about what it means to be an effective teacher or what it means to create a dynamic school experience for students. — Jennifer Scoggin

I'm fully aware of the intense political pressures bearing down on education. The policies through which these pressures exert themselves must be challenged and changed. Part of my appeal (as it were) is to policymakers themselves to embrace the need for radical change. But revolutions don't wait for legislation. They emerge from what people do at the ground level. Education doesn't happen in the committee rooms of the legislatures or in the rhetoric of politicians. It's what goes on between learners and teachers in actual schools. If you're a teacher, for your students you are the system. If you're a school principal, for your community you are the system. If you're a policymaker, for the schools you control you are the system. — Ken Robinson

Ministers should be Bible students. They should thoroughly furnish themselves with the evidences of our faith and hope, and then, with full control of the voice and their feelings, present these evidences in such a manner that the people can calmly weigh them, and decide upon the evidences presented. — Ellen G. White

When people are asked to do something that takes self-control, if they think they are doing it for personal reasons - if they feel like it's a choice or something they enjoy because it helps someone else - it's much less taxing. If they feel like they have no autonomy, if they're just following orders, their willpower muscles get tired much faster. In both cases, people ignored the cookies. But when the students were treated like cogs, rather than people, it took a lot more willpower. — Charles Duhigg

I quote Frank O'Connor to my students: that when you are writing a story, at some point the story must take over. You are not going to be able to control it. I think this is true. O'Connor said he thought Joyce controls his stories too tightly - "Whoever heard of a Joyce story taking over?" he asked - and that there is a deadness about them. You have got to keep the story opened up, let the story take over at some point. — Peter Taylor

In a Giraffe institution, the head nurse job would be to serve the nurses, not to control them. Teachers are there to serve the students, not control them. — Marshall B. Rosenberg

When the City of Goleta incorporated about 10 years ago, its founders took pains to exclude Isla Vista from the boundaries for fear that UCSB students would become enfranchised, take over the government, and enact some form of rent control. — Anonymous

TEACHER:: Now children, you don't think white people are any better than you because they have straight hair and white faces? STUDENTS:: No, sir. TEACHER:: No, they are no better, but they are different, they possess great power, they formed this great government, they control this vast country ... Now what makes them different from you? STUDENTS:: Money! TEACHER:: Yes, but what enabled them to obtain it? How did they get money? STUDENTS:: Got it off us, stole it off we all! — Howard Zinn

When you write what you know, you stay in control. One of the first things I encourage my writing students to do is to lose control - say what they want to say, break structure. — Natalie Goldberg

It's important to remember that school is about our students, not us, so the more we can empower them to be in control of their learning, the better. — Starr Sackstein

One who is interested in developing and enhancing intrinsic motivation in children, employees, students, etc., should not concentrate on external-control systems such as monetary rewards, — Daniel H. Pink

I wanted to shove her
away, thinking of my job, of headlines,
of how this kind of comfort was outside
the behavioral guidelines of my contract.
She began to sob more softly while holding me
tightly, and I let her. I let her have control
of me for that moment. I let her break
behavioral guidelines as more important ones
had been broken on her. And then we stopped
being student and teacher - just a couple people
at a loss when the powerful and unexpected
had been suddenly thrust upon us.
The principal and three students turned the corner
and stopped short. I knew it might be years
before I cleared my name, but far longer
for her to reclaim her life. — B.J. Ward

A laboratory analogy to repression can be found in an experiment by A.F. Zeller.
Zeller arranged a situation so that one group of students underwent an unhappy "failure" experience right after they had successfully learned a list of nonsense syllables. When tested later, these subjects showed much poorer recall of the nonsense syllables compared to a control group, who had not experienced failure. When this same "failure" group was later allowed to succeed on the same task that they had earlier failed, their recall showed tremendous improvement. This experiment indicates that when the reason for the repression is removed, when material to be remembered is no longer associated with negative effects, a person no longer experiences retrieval failure. — Elizabeth F. Loftus

Not only is this teacher educating her children in violence, she also has to continuously escalate her own violence to keep control. Her method of teaching breeds disrespect and prejudice. Her students have been dehumanized. — Arun Gandhi

Changing an institution's environment to increase the sense of control among its workers, students, patients, or other users was one of the most effective possible ways to increase their sense of engagement, energy, and happiness. — Jonathan Haidt

The teachers who get "burned out" are not the ones who are constantly learning, which can be exhilarating, but those who feel they must stay in control and ahead of the students at all times. — Frank Smith

Hawkeye: ...Remember when Magneto brain-zapped the X-Men into fightin' us? There's mind control goin' on here. That or Cyclops is-
Hank: I appreciate your concern, Hank, but I consulted Wolverine. He vouched for both Magneto and Ms Frost. And we, of all people, can't begrudge someone a second chance.
Hawkeye: Second chance? Magneto's had, like, THIRTY! How many times're we gonna get burned before we stop cookin' naked?
[...]
Hank: Listen, why don't you stay here and supervise the students? Things are tense enough with Pietro in there.
Hawkeye: Okay, kids, huddle up! We're gonna work on resisting mind control today. No particular reason. — Christos Gage

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