Ways That Students Quotes & Sayings

A hallmark of the Latino community is to help one another, if students are interested in a way to give back and help their communities, becoming a teacher is probably one of the very best ways of doing that. — Ellen Ochoa

Pace is crucial. Fine writing isn't enough. Writing students can be great at producing a single page of well-crafted prose; what they sometimes lack is the ability to take the reader on a journey, with all the changes of terrain, speed and mood that a long journey involves. Again, I find that looking at films can help. Most novels will want to move close, linger, move back, move on, in pretty cinematic ways. — Rose Tremain

Several researchers demonstrate the ways people fail to label trauma as such or underreport traumatic experiences. In a sample of 1,526 university students, Rausch and Knutson (1991) found that although participants reported receiving punitive treatment similar to that of their siblings, they were more than twice as likely to identify their siblings' experiences as abusive as they were to label their own in this way. The authors reported that participants were likely to interpret parental treatment toward themselves but not parental treatment toward their siblings as deserved and therefore not abusive. Other studies similarly indicate that those reporting abuse experiences often do not demonstrate a metaconsciousness of having been abused (Goldsmith & Freyd, in press; Koss, 1998; Varia & Abidin, 1999; Weinbach & Curtiss, 1986).
KNOWING AND NOT KNOWING ABOUT TRAUMA: IMPLICATIONS FOR THERAPY (2004) — Jennifer J. Freyd

The Internet is the first technology since the printing press which could lower the cost of a great education and, in doing so, make that cost-benefit analysis much easier for most students. It could allow American schools to service twice as many students as they do now, and in ways that are both effective and cost-effective. — John Katzman

It is my belief that conscious African American students ought to be in a constant state of rage and in a constant search for ways to channel that rage into freedom struggle. — Pearl Cleage

When I read students' attempts at creative writing it is obvious immediately that most of them have not read much or widely. The aspiring writer must read everything he or she can to appreciate the myriad ways words are used and to what effect. — Julius Lester

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

The ancient Greek philosopher Epictetus taught his students that what happens to them is not as important as what they believe happens to them. In this engaging and provocative book, Eldon Taylor provides his readers with specific ways in which their beliefs can lead to success or failure in their life undertakings. Each chapter provides nuggets of wisdom as well as road maps for guiding them toward greater self-understanding, balance, responsibility, and compassion. — Stanley Krippner

We should be leaders in all aspects of our society, not followers. If you're a public schoolteacher, then through the gift of grace you constantly come up with fresh, creative, and innovative ways to communicate knowledge and wisdom to your students that none of the other educators in your school system have thought of. You set the bar high and inspire your students in such a way that others marvel. Your fellow educators cannot help but discuss among themselves, "Where is he (or she) getting such great ideas?" If — John Bevere

In subtle ways, Professor Vaughn showed us how to pay the land its due respect. He was patient with us if we tied an inept half hitch or ran the jeep into quick mud, but he bristled if we complained too much about the heat, or the smell of the cattle tank we used for a bath, or joked sarcastically about the social life of some small town. At the university, he lectured with such precision and speed that two students often teamed up for note taking. But stopped out on some two-track road in Jornada del Muerto, he could chew on a shaft of grass for an hour, languidly exchanging philosophy with a local cowboy. The professor even adopted a slower, lulling speech pattern in the field, and used local phrases liberally.

Time moved slowly in the desert and we were expected to fall into that rhythm. — Michael Novacek

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

I think the world is ambivalent about feminism. So I can't blame college students. I think they're reflecting the greater culture's attitude toward feminism. So what I can do is, in ways that are appropriate, advocate for feminism and help the students learn what feminism is about. — Roxane Gay

Students quickly receive the message that they can only be smart when they are not who they are. This, in many ways, is classroom colonialism; and it can only be addressed through a very different approach to teaching and learning. — Christopher Emdin

The fourth duty of a teacher is to dissuade his students from evil ways with care and caution, with sympathy and not with rebuke and harshness, because in that case it destroys the veil of awe and encourages disobedience. — Abu Hamid Al-Ghazali

While we may continue to use the words
smart and stupid, and while IQ tests may
persist for certain purposes, the monopoly
of those who believe in a single general
intelligence has come to an end. Brain
scientists and geneticists are documenting
the incredible differentiation of human capacities, computer programmers are creating systems that are intelligent in different ways, and educators are freshly acknowledging that their students have distinctive strengths and weaknesses. — Howard Gardner

The explosion of paperwork, in turn, is a direct result of the introduction of corporate management techniques, which are always justified as ways of increasing efficiency, by introducing competition at every level. What these management techniques invariably end up meaning in practice is that everyone winds up spending most of their time trying to sell each other things: grant proposals; book proposals; assessments of our students' job and grant applications; assessments of our colleagues; prospectuses for new interdisciplinary majors, institutes, conference workshops, and universities themselves, which have now become brands to be marketed to prospective students or contributors. Marketing and PR thus come to engulf every aspect of university life. — David Graeber

Some teachers, the less effective ones, thought that fair meant distributing instruction equally to all students regardless of their needs. The exemplary teachers we studied, however thought fair meant working in ways that evened out differences between students — Richard L. Allington

See first-hand the ways that democratic education is being undermined as the interests of big business and corporate capitalism encourage students to see education solely as a means to achieve material success. Such thinking makes acquiring information more important than gaining knowledge or learning how to think critically. — Bell Hooks

Every year, in every state across the country, politicians and union reps make decisions that detrimentally affect teachers and the profession on a grand scale. They take away our benefits, freeze our pay, and decide they can no longer compensate us for the advanced degrees we have earned. They also continue to find ways to tie our evaluations to test scores, totally oblivious of the fact that we teachers cannot control when or if students show up in our classrooms regularly, if they have had proper rest and a nutritious breakfast, let alone if they are receptive to learning the content we work so hard to prepare and teach. It simply isn't fair. — M. Shannon Hernandez

During their college years the oarsmen put in terrbily long hours, often showing up at the boathouse at 6:00am for preclass practices. Both physically and psychologically, they were separated from their classmates. Events that seemed earth-shattering to them
for example, who was demoted from the varsity to the junior varsity
went almost unnoticed by the rest of the students. In many ways they were like combat veterans coming back from a small, bitter and distant war, able to talk only to other veterans. — David Halberstam

In Japan, a number of time-honored everyday activities (such as making tea, arranging flowers, and writing) have traditionally been deeply examined by their proponents. Students study how to make tea, perform martial arts, or write with a brush in the most skillful way possible to express themselves with maximum efficiency and minimum strain. Through this efficient, adroit, and creative performance, they arrive at art. But if they continue to delve even more deeply into their art, they discover principles that are truly universal, principles relating to life itself. Then, the art of brush writing becomes shodo - the "Way of the brush" - while the art of arranging flowers is elevated to the status of kado - the "Way of flowers." Through these Ways or Do forms, the Japanese have sought to realize the Way of living itself. They have approached the universal through the particular. — H.E. Davey

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about 'making students happy' or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective. — Adam Fletcher

High school and college students like to torture their bodies. They pull countless all-nighters, continually skip breakfast, eat nothing but ramen noodles for dinner, find creative new ways to guzzle alcohol, transform into couch potatoes, and gain 15 pounds at the freshman dinner buffet. At least, that's the stereotype. — Stefanie Weisman

Consciousness-Based Education is education that is in most ways exactly like regular education, but with the added technique of Transcendental Meditation. Transcendental Meditation, or TM as it's often referred to, allows students to dive in and experience the unbounded ocean of consciousness within each of us, the big treasury, the field within each of us that is the base of all matter and all mind. It's been found that transcending and experiencing that unbounded, eternal level of life does wonders for education, and for human beings. — David Lynch

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

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning. — Carol Ann Tomlinson

At some of our most competitive universities, 17 times the amount of students that can go to the school, apply. And these applicants are from all over the country, and admissions officers need ways to sort through them. The SAT is just one of those things. — Jonathan Grayer

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

Crossing the Finish Line is a must-read for anyone concerned with the disturbing fact that Americans can no longer count on each generation being better educated than the last. Focusing on public institutions that educate more than three-fourths of U.S. students, Bowen, Chingos, and McPherson provide compelling arguments that institutions and policymakers must find new ways to overcome deeply entrenched patterns if our country is to regain its position as the most educated. — Molly Corbett Broad

Since CWIL's discipline-based practice was grounded not only in process but also in New Genre Theory, their criteria included assigning writing that would enable students to engage in the kinds of thinking typical of the discipline, as well as in writing in the genres typical of professional practice. The UCITF, however, was trying to draft criteria for the new Q (quantitative reasoning) and B (breadth) courses as well as for the W-courses. They were motivated to define courses in ways that would be comprehensive and meaningful, but would not impose demands likely to alienate faculty. — Wendy Strachan

Peer-Assessment 25 Peer-assessment helps students in many ways. First, it gives them a chance to compare their own work to that of their peers. This helps them to develop a greater sense of what can be done. Second, it opens up success criteria, ensuring pupils can become more familiar with what they need to do to succeed. Third, it allows students to think of new ideas based on what they see while engaged in the task. You can ask pupils to peer-assess any work produced in class or at home. Just make sure they have a mark scheme or set of criteria to use and that you train them on how to give good feedback (that is clear and focussed on the learning). — Mike Gershon

If we are still suffering, how can we teach other to be free? Ajahn Chah replied, 'First of all, be very honest. Don't pretend that you are wise in ways you are not. Tell people how you are yourself. And then take the measure of things. In weightlifting, if you're strong, you know that through practice you can lift a really big weight. Maybe you've seen someone lift a weight bigger than you can. You can tell your students, 'If you practice, you can lift that big weight, but don't try it yet. I can't even do it, but I've seen people do it.' Be willing to express what is possible without trying to fool someone that you've done it. — Jack Kornfield

Everything is support in our awakening. We've been conditioned to kvetch, kvetch, kvetch. Blame, blame, blame. One of the major ways that we don't stay present is blaming. We blame ourselves; we blame other people. I often see students blaming the outer circumstances or blaming their own bodies and minds for why they can't be present. Consider that what needs your attention and consideration is your own mind, and how you view these outer circumstances. You can befriend your circumstances; you can have compassion for your circumstances and for yourself. What happens when you do that? I recently — Pema Chodron

The loan crisis and the increasing slashing of funds for students, coupled with the astronomical rise in tuition, represent an unparalleled attack on the social state. The hidden agenda here is that when students graduate with such high debts, they rarely choose a career in public service; instead, they are forced to go into the corporate sector, and I see these conditions, in some ways, as being very calculated and as part of a larger political strategy to disempower students. — Henry Giroux

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

Etiquette is an intelligent way to live. There are certain ways of living you will learn being around advanced students and mostly your teacher. These are methods that have been handed down for thousands of years. — Frederick Lenz

demonstrated that, in general, students seem to learn better when information is presented in particular ways and at a certain pace. Proper nutrition does have a measurable impact on memory and learning, and physical activity does enhance learning. — Louis Cozolino

As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all. — Betty Edwards

The online credential, the online certificate is very different from an on campus certificate. And we really believe that online learning and the EdX platform and the EdX portal, these are ways in which - you can think of them as a rising tide that's going to lift all boats whether for students worldwide or on our campuses. — Anant Agarwal

The goal of 'Data Detectives' is to spark the imagination of students around the globe by making them think about new technologies that will impact humanity in ways similar to language and art. — Rick Smolan

At first, students tend to freeze at the first effort. The breakthrough comes when they realize that they can make it better - can identify what their purposes were and realize better ways to achieve those purposes. — M.H. Abrams

Women are different from men in major, major ways. I have found more courage in women than you could ever find in men, and I love men, in terms of father, brother, everyone, disciples, students etc. Yet men have certain powers of compassion that are hard-pressed to be found in a woman to that degree. — Maya Tiwari

When I'm not the Tiger Mom, I'm a professor at Yale Law School, and if one thing is clear to me from years of teaching, it's that there are many ways to produce fabulous kids. I have amazing students; some of them have strict parents, others have lenient parents, and many come from family situations that defy easy description. — Amy Chua

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it's all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a "useful" or job-securing education, from which we continue to get mixed results. — Henry Doss

I'm focused on the next generation, because I think it's very hard to break the habit of adults who've got salt and sugar addictions and just ways of being in this world. It's very hard even for the most enlightened people at famous universities that are very wealthy to spend the money that it takes to feed the students something delicious. — Alice Waters