Best 871 quotes in «students quotes» category

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    I'm hoping the students will hear their own voices actually, so it's not that they're looking for things they already know, they're looking to discover things they don't know. I would characterize it as the vitality of thought, the versatility of thinking.

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    I'm less desperate now to express what's inside me, that's true - I act these days because it keeps me awake and interested, an eternal student.

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    I'm much more of a kid now than I was when I was a kid. I was the kind of kid who was valedictorian, a straight-A student. My mom used to say, "Please stop studying and get outside.

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    I'm not a master. I'm a student-master, meaning that I have the knowledge of a master and the expertise of a master, but I'm still learning. So I'm a student-master. I don't believe in the word 'master.' I consider the master as such when they close the casket.

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    I'm not a stereotypical professor type. I don't smoke a pipe and wear a tweedy jacket. I'm more like a student who stayed at the university for so long that they gave him a job to keep him out of trouble.

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    I'm not saying that they were Einsteins; they were marginal students. But every ballplayer whoever touched me has moved up his station in life. And the players moved up my station.

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    I'm so disturbed when my women students behave as though they can only read women, or black students behave as though they can only read blacks, or white students behave as though they can only identify with a white writer.

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    In 1765, Parliament passed the Stamp Act, which, as any American high school student can tell you, was an act that apparently had something to do with stamps.

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    In all professions without doubt, but certainly in cooking one is a student all his life.

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    I never hesitated, as a student, in embracing the necessity of violence. In South Africa, I didn't just accept it; I looked forward to it as a mission.

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    In an effective classroom students should not only know what they are doing, they should also know why and how.

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    In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.

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    In my introductory course, Anthropology 160, the Forms of Folklore, I try to show the students what the major and minor genres of folklore are, and how they can be analyzed.

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    In social institutions, the whole is always less than the sum of its parts. There will never be a state as good as its people, or a church worthy of its congregation, or a university equal to its faculty and students.

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    In my life as an architect, I found that the single thing which inhibits young professionals, new students most severely, is their acceptance of standards that are too low.

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    In school, I wasn't a very good student - I was very irresponsible and never did the studying but always liked to get the laugh.

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    Instead of bailing out Wall Street for the fourth time.. let's bail out the students.

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    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.

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    Instead of being a student of a (given) field, I would like you to be the field.

    • students quotes
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    In the field of education, educators know that they leave a lasting impact on their students for better or for worse. Trust is established or diminished in the classroom and very good educators understand that they are fallible. Despite their best efforts, they will not always do the best for each student.

    • students quotes
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    In the best classrooms, grades are only one of many types of feedback provided to students.

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    In the advanced practice, the relationship between the Zen master and the student becomes very terse. The Zen master will expect things of the student because the student is in graduate school.

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    In the immortal words of Roberto Duran, we are saying, 'No mas!' We will educate students and then promote them, not the reverse

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    In the year 1915 a series of trivial incidents led some Chinese students in Cornell University to take up the question of reforming the Chinese language.

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    In the student sensuality is a sluggish habit of mind.

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    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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    I often ask students: 'Is this what you would show Tom Ford?' and they say: 'No, we'd have done more work' or 'We'd have dressed better.' So I say: 'Why don't you do that here?'

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    Into the soul of every student I would have instilled the patriotic fervor of Patrick Henry.

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    I often say to my students in workshops that if they are trying to find literary inspiration, they should not go and read novels, because novels are more appropriate for series. Where as they should read short stories - that's the right format for you to be able to actually display the narrative in a film.

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    I read somewhere that Rubens said students should not draw from life, but draw from all the great classic casts. Then you really get the measure of them, you really know what to do. And then, put in your own dimples. Isn't that marvelous!

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    I often tell my students that you can't worry about the end of an improv scene because the end is not up to you. You just play as hard as you can until someone changes the scene. The scene has changedthe end is not up to us.

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    I realized what interested me as a student of film was one thing and the movies that I liked were another.

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    I really like visiting schools, but what I tell students isn't anywhere near as interesting to me as what they tell me.

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    I recommend my students not to be professional unless they really have to be. I tell them, 'If you love music, sell Hoovers or be a plumber. Do something useful with your life.'

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    I remind myself of the power of thought and how it's my obligation as a citizen (and student) of humanity to propel compassion.

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    I remember being a student and I would go every Friday to the Louvre and stay for ages, just walking around.

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    I report when science clashes with the Bible story and when it reinforces it. Then I let the readers chew on it. As followers of Jesus and students of the Bible, what we're looking for is the truth. We find it by grappling with the facts. And when the truth remains a mystery that our facts can't solve, we live with it. We hold loosely to our waffling knowledge and tightly to Jesus.

    • students quotes
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    Is it life, I ask, is it even prudence, To bore thyself and bore the students?

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    I see myself first and foremost as a student of expression.

    • students quotes
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    I should think I'm going to be a perpetual student.

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    I shot a lot of stuff that no one will ever see. That was my student work. What also happened was there was a big jump in technology.

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    I suspect most likely that more Nazis came to America. I was a student at Harvard during the early 1950s. There was practically no Jewish faculty there.

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    I studied chemical engineering. I was a good student, but these were the hard times of the depression, my scholarship came to an end, and it was necessary to work to supplement the family income.

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    I talk about it a lot to my students. Musicality never came up in any of own writing education, and I can see why - we don't have the vocabulary for it. Phrasing is intuitive, and its difficult to articulate when it's on and when it's not.

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    I taught. I lectured at universities. I spoke to my students. I spoke in certain public forums. But what I didn't do was respond to microphones being thrust in my face and saying, what is your relationship with Obama and are you an unrepentant terrorist?

    • students quotes
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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.

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    I taught high school students Spanish.

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    I teach a graduate photo seminar at Yale, and I sometimes feel so overwhelmed by the task the students set before themselves to be artists, because - it seems so quaint, but when I picked up a camera with a group of other women, I'm not gonna say it was a radical act, but we were certainly doing it in some sort of defiance of, or reaction to, a male-dominated world of painting.

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    I teach a lot - I teach at the UCLA and USC graduate film programs - and a lot of those projects are my students' projects that I act in or I do a cameo.

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    I teach a graduate seminar called "Theorizing Improvisation" that is pretty interdisciplinary, but really makes students deal with black studies seriously. A lot of authors of color, a lot of women of color - those become central to the intellectual trajectory. It considers music, but it also considers areas of thought that might seem unrelated to music. That's partly because we're expanding the notion of what music is beyond objects, beyond scores, beyond things.