Student teaching is the hardest job there is.
I thank the Creator of the universe to have discovered the discipline of music was the greatest gift that I could have been given, the possibility to be a student working in the world.
My fellow students there were very smart, but the really novel thing was that they actually seemed to put a lot of effort into their school work. By the end of my first semester there, I began to get into that habit as well.
For the mind and the imagination, bookstores aren't enough, college courses aren't enough, the Internet isn't enough. Those resources are all governed by the tastes and needs of the moment. Only libraries take the long view, quietly shelving the unused with the used, knowing that one of these days the two categories will be reversed by a student's discovery of those hitherto undisturbed volumes whose contents will unsettle the learned world.
The only person who can fix education is the student.
If you have a student who graduates from college and they don't have a job, they are now able to stay on their family health plan.
I know that many students take personal responsibility for their education and succeed as a result. I want them to know they are not alone - that Nevada's system can and will support them.
Schools ought to teach students to challenge secular ideologies masquerading as science in the classroom.
Boho to me is a first-year student who's just discovered the tie-dye shop.
It's one of the things writing students don't understand. They write a first draft and are quite disappointed, or often should be disappointed. They don't understand that they have merely begun, and that they may be merely beginning even in the second or third draft.
Unlike many graduate fellowships, the Rhodes seeks leaders who will 'fight the world's fight.' They must be more than mere bookworms. We are looking for students who wonder, students who are reading widely, students of passion who are driven to make a difference in the lives of those around them and in the broader world.
We do students a great disservice by implying that one set of students is more important than another.
When I was in high school, I wasn't a troublemaker. I didn't get in fights. I was a good student and I had a lot of friends.
I never consciously got into comedy. It was sort of one of those things where I was a theater student, I was acting, I was doing comedy, I was doing dramatic stuff, so it's been something that I've always done and enjoyed doing and had an instinct to be relatively good at.
Those rare individuals society labels geniuses are almost always freaks of nature and are naturally gifted rather than being diligent students who became geniuses because of their education.
I don't think I was funny until college. I lived with some Harvard MD/PhD students - they were so smart, and what I contributed to the house was, I was the funny one.
Given the best of all possible worlds, I would make a few changes. I would place emphasis on increasing the amount of funding that goes into programs like Pell Grants, that purely and simply award funds to students who really cannot afford full tuition.
There is a vast difference - a constitutional difference-between restrictions imposed by the state which prohibit the intellectual commingling of students, and the refusal of individuals to commingle where the state presents no such bar.
I was a terrible high school student outside of the fact that I did well in physics, but there's a big difference between being good at physics and being a physicist, so I jettisoned that very quickly.
Someone once said that the most important knowledge is knowledge of our own ignorance. Our schools are depriving millions of students of that kind of knowledge by promoting "self-esteem" and encouraging them to have opinions on things of which they are grossly ignorant, if not misinformed.
We are all students of the world; frail embodied consciousnesses struggling to understand, and be a meaningful part of this great, mysterious gift of life.
I liked English and art and did a lot of painting. And for some reason I was good at math, but I wasn't an A student. I really had to work hard to get good grades.
Top-heavy was the ship as a dinnerless student with all Aristotle in his head.
When I was a student at Princeton University, I was working part time in a grocery store. I saw an ad for teachers of a prep course. I don't remember what it paid, but it was easily double or triple the minimum wage.
In the mid- to late '60s to the mid-'70s, when I was a student, there was a major change in the thinking about what art can be and how art is made.
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