Quotes on Students

States should not balance their budgets on the backs of students.

We live in a society that penalizes highly creative individuals for their non-conformist autonomy. This makes the teaching of problem solving in design both discouraging and difficult. A...student (has) massive blocks against new ways of thinking, engendered by some 16 years of mis-education.

Nobody ever told me, 'Art is this.' This was good luck in a way because I would have had to spend half of my life forgetting everything that I had been told, which is what happens with most students in schools of fine arts.

I regularly take my entrepreneurship students out walking because I want to get them in the habit of noticing and thinking about what they notice. They have to leave their phones behind to learn the basic lesson: Be where you are.

Students now arrive at the university ignorant and cynical about our political heritage, lacking the wherewithal to be either inspired by it or seriously critical of it.

The art of good teaching begins when we can answer the questions our students are really trying to ask us, if only they knew how to do so.

In some suburban schools, the curriculum is chock-full of rigorous A.P. courses and the parking lot glitters with pricey SUVs, but one doesn't have to look hard to find students who are starving themselves, cutting themselves, or medicating themselves, as well students who are taking out their frustrations on those who sit lower on the social food chain.

Just as we're all students throughout life, we're all teachers. In fact, we learn best by offering what we desire for ourselves to as many individuals as we can, as frequently as we can.....Following this line of thinking, it's imperative that we make deliberate effort to increase our inspirational energy, as this will lead us to being both a spiritual learner and teacher simultaneously.

I don't think that everyone should become a mathematician, but I do believe that many students don't give mathematics a real chance.

I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students.

Consider what it takes for successful businessmen and businesswomen, effective entrepreneurs and hardworking associates, shrewd retirees and idealistic students to combine forces with a creative pastor to grow a "successful church" today. Clearly, it doesn't require the power of God to draw a crowd in our culture. A few key elements that we can manufacture will suffice.

First figure out why you want the students to learn the subject and what you want them to know, and the method will result more or less by common sense.

All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.

Teaching's hard! You need different skills: positive reinforcement, keeping students from getting bored, commanding their attention in a certain way.

The message I hope to have sent is just the example of being yourself. I tell this to my students: It's not about copying me or my logic systems. It's about allowing yourself to be yourself.

One of the most important things that teachers teach students is you, you can work harder. You are mentally tougher than you think.

Introducing a spelling test to a student by saying, 'Let's see how many words you know,' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known.

One of the issues I kept saying to my students is you have to learn to interrupt. When you raise your hand at a meeting, by the time they get to you, the point is not germane. So the bottom line is active listening. If you are going to interrupt, you look for opportunities. You have to know what you're talking about.

Instead of encouraging the student to devote himself to his studies for the sake of studying, instead of encouraging in him a real love for his subject and for inquiry, he is encouraged to study for the sake of his personal career; he is led to acquire only such knowledge as is serviceable in getting him over the hurdles which he must clear for the sake of his advancement.

Lots of my dying patients say they grow in bounds and leaps, and finish all the unfinished business. But assisting a suicide is cheating them of these lessons, like taking a student out of school before final exams. That's not love, it's projecting your own unfinished business

I was making big paintings with mythological themes. When I started painting black figures, the white professors were relieved, and the black students were like, 'She's on our side.' These are the kinds of issues that a white male artist just doesn't have to deal with.