Students Quotes - Page 11

• 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

  Writing, Want, Firsts

  5 Copy quote

• The atmosphere [in the school lunchroom] is not quite that of a prison, because the students are permitted to talk quietly, under the frowning scrutiny of teachers standing around on duty, during their meal-they are not supposed to talk while standing in line, though this rule is only sporadically enforced.

  Edgar Friedenberg

  Education, Teacher, School

  8 Copy quote

• Instead of being the 'font of all knowledge,' teachers are required to be effective facilitators of student learning both within and outside the classroom at any time.

  Susan Mann

  Teacher, Fonts, Classroom

  "The Global Search for Education: Got Tech? - Australia". Interview with C. M. Rubin, www.huffingtonpost.com. October 31, 2013.

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• While its [Harvard's] undergraduate life was still controlled [in 1908-1912] by a select group of rich and fashionable families whose sons merely arrived when they were due to fill the places that had been waiting for them from the day they were born, it was, at the same time, opening its doors to a more cosmopolitan student population and beginning to take the first tentative steps toward mitigating the evils of a pyramidal social system that concentrated all its social honors upon the rich and the wellborn.

  Doris Kearns Goodwin

  Son, Doors, Class

  4 Copy quote

• Efforts to develop critical thinking falter in practice because too many professors still lecture to passive audiences instead of challenging students to apply what they have learned to new questions.

  Derek Bok

  Thinking, Practice, Effort

  9 Copy quote

• Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers... reason clearly or perform competently in analyzing complex, non-technical problems.

  Derek Bok

  Writing, College, Benefits

  Derek Bok (2009). “Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More”, p.8, Princeton University Press

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• When I was a student, the laws of physics were regarded as completely off limits. The job of the scientist, we were told, is to discover the laws and apply them, not inquire into their provenance.

  Paul Davies

  Jobs, Law, Limits

  4 Copy quote

• The primary task of a useful teacher is to teach his students to recognize 'inconvenient' facts - I mean facts that are inconvenient for their party opinions.

  Max Weber

  Teacher, Party, Mean

  Max Weber (2009). “From Max Weber: Essays in Sociology”, p.147, Routledge

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• I was an excellent student before I left school. But I graduated early so that I could work longer hours on '90210.

  Jennie Garth

  School, Hours, Excellent

  "Jennie Garth: 'When I Was 17'". www.seventeen.com. August 20, 2010.

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• I've been accepted at Cambridge University. I want to study Chinese history and archaeology. I want to become a student. I want to read Chinese history and go on a dig.

  Lou Gerstner

  Cambridge University, Chinese, Goes On

  9 Copy quote

• The most successful classes are those where the teacher has a clear idea of what is expected from the students and the students know what the teacher expects from them.

  Harry Wong

  Respect, Teacher, Successful

  378 Copy quote

• The feeling of understanding is as private as the feeling of pain. The act of understanding is at the heart of all scientific activity; without it any ostensibly scientific activity is as sterile as that of a high school student substituting numbers into a formula. For this reason, science, when I push the analysis back as far as I can, must be private.

  Percy Williams Bridgman

  Pain, Heart, School

  4 Copy quote

• The student of biology is often struck with the feeling that historians, when dealing with the rise and fall of nations, do not generally view the phenomena from a sufficiently high biological standpoint. To me, at least, they seem to attach too much importance to individual rulers and soldiers, and to particular wars, policies, religions, and customs; while at the same time they make little attempt to extract the fundamental causes of national success or failure.

  Ronald Ross

  War, Fall, Science

  22 Copy quote

• Perhaps the earliest memories I have are of being a stubborn, determined child. Through the years my mother has told me that it was fortunate that I chose to do acceptable things, for if I had chosen otherwise no one could have deflected me from my path. ... The Chairman of the Physics Department, looking at this record, could only say 'That A- confirms that women do not do well at laboratory work'. But I was no longer a stubborn, determined child, but rather a stubborn, determined graduate student. The hard work and subtle discrimination were of no moment.

  Rosalyn Sussman Yalow

  Mother, Children, Memories

  11 Copy quote

• Socrates had a student named Plato, Plato had a student named Aristotle, and Aristotle had a student named Alexander the Great.

  Old Tom Morris

  Leadership, Plato, Influence

  15 Copy quote

• The students realize that it's their life I'm talking about: it's out of balance, they're struggling to put it into balance. How are they going to do it?

  Robert McKee

  Struggle, Talking, Balance

  "The Real McKee" by Ian Parker, www.newyorker.com. October 20, 2003.

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• The primary object of a student of literature is to be delighted. His duty is to enjoy himself, his efforts should be directed to developing his faculty of appreciation.

  Lord David Cecil

  Appreciation, Effort, Literature

  7 Copy quote

• An emperor knows how to govern when poets are free to make verses, people to act plays, historians to tell the truth, ministers to give advice, the poor to grumble at taxes, students to learn lessons aloud, workmen to praise their skill and seek work, people to speak of anything, and old men to find fault with everything.

  Will Durant

  Men, Play, Skills

  Will Durant, Ariel Durant (1954). “The story of civilization”

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• I tell my retreat students that they need to remember two things: to eat what they want when they're hungry and to feel what they feel when they're not.

  Geneen Roth

  Two, Healthy, Needs

  Geneen Roth (2010). “Women Food and God: An Unexpected Path to Almost Everything”, p.88, Simon and Schuster

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• BOLD Immersion was about exposing students to a talented and diverse community, learning about the technology industry from a non-technical point of view, and growing my skills.

  Moses

  Technology, Views, Skills

  52 Copy quote

• Style is time’s fool. Form is time’s student

  Stewart Brand

  Growth, Style, Fool

  Stewart Brand (1995). “How Buildings Learn: What Happens After They're Built”, p.233, Penguin

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• I strongly urge students to learn to take risks, to be bold, to let their genius convert that fear into power and brilliance.

  Robert Kiyosaki

  Risk, Genius, Brilliance

  Robert T. Kiyosaki (2016). “Rich Dad, Poor Dad”, p.81, Lulu Press, Inc

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• We are human beings, not 'students' and 'teacher,' coming together and questioning, looking together, not having made up our minds about what we're looking at, but starting afresh.

  Toni Packer

  Teacher, Mind, Together

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• Understand now, I'm purely a fiction writer and do not profess to be an earnest student of political science, but I believe strongly that such a law as one prohibiting liquor is foolish, and all the writers, keenly interested in human welfare whom I know, laugh at the prohibition law.

  F. Scott Fitzgerald

  Believe, Law, Laughing

  4 Copy quote

• I think feminist pedagogy should not simply expose students to a particularized academic scholarship but that it should also envision the possibility of activism and struggle outside the academy.

  Chandra Talpade Mohanty

  Struggle, Thinking, Feminist

  Chandra Talpade Mohanty (2003). “Feminism Without Borders: Decolonizing Theory, Practicing Solidarity”, p.243, Duke University Press

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