Best 871 quotes in «students quotes» category

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.

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.

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

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.

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.

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

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

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.

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.

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

In the student sensuality is a sluggish habit of mind.

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.

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

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?'

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

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.

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!

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.'

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

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

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

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.

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

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.

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.

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.

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

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.

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

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.

I taught high school students Spanish.

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?

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

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.

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.

I teach at USC, and it's obvious to anyone who teaches college students that they don't cover much modern history and certainly not the modern presidency.

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.

I teach writing courses and first of all, I teach my students what prosody is.

I tell my students to try early in life to find an unattainable objective.

I tell my students there is such a thing as 'writer's block,' and they should respect it. You shouldn't write through it. It's blocked because it ought to be blocked, because you haven't got it right now.

I tell my students, it's got to be warm, dry, and noble.

I tell students that the opportunities I had were a result of having a good educational background. Education is what allows you to stand out.

I think confidence is something you build gradually, with experience. I've always felt that maybe one of the reasons that I did well as a student and made such good grades was because I lacked confidence. I never felt that I was prepared to take an examination, and I had to study a little bit extra.

I think it's good for the composer to teach because you always have new students and you have to begin at the beginning and make things clear.

I think the inconveniences of a segregated education are much greater than the inconveniences of busing students so that they can get an integrated quality education.

It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life.

I think the problem with Western students is they're very ambitious.

It is a fantastic initiative by the ministry to develop Aakash Tablet, a mobile device that can be utilised by students anywhere. It was successfully tried out. The second and third versions have come out and the fourth version is on the anvil.

It is incumbent upon the student to go to the teacher to learn.

It is practically impossible to teach good programming to students that have had a prior exposure to BASIC: as potential programmers they are mentally mutilated beyond hope of regeneration.