Best 871 quotes in «students quotes» category

I'm 53. I don't care about high school students. I find them irritating and uninformed.

I'm a bit uncomfortable, truth be told, with being seen as an expert, because there is always so much more to learn. I see myself as a perpetual student of the goddess.

I'm a dad, I'm a husband, I'm an activist, I'm a writer and I'm just a student of the world.

I'm afraid I wasn't much of a student, but my casual reading was enormous.

I'm a humble student of acting myself and part of that studentship is teaching.

I maintained my edge by always being a student; you will always have something new to learn.

I'm an A student. I'm addicted to feedback, and I want to please people. That's sort of how I've gotten to where I am.

I'm a student of world religion, so to me, it's hugely important to have knowledge and to understand what people are doing.

I'm a student of violence because I'm a student of the human heart.

I'm a student of history and know that civilizations get lost - they are born and die - and so I recognize the tender mortality of our civilization. I'm not saying I'm separate from the despair of that, but I'm not controlled by the despair of that.

I’m aware that there is a bigger, far more complicated world out there than I’d ever realized, and just like the students at Beijing University, I’ve glimpsed it only fleetingly, peripherally. I’ve sensed the vast expanse of my own ignorance now. I feel antsy and constricted and a deep, almost sexual yearning for velocity, for some sort of raw, transcendent experience that I cannot even begin to articulate.

I met Hilary Vaughan at a Student Ball in 1944 and we married in the summer of 1946, as soon as I graduated.

I met Milos in 1967. I was working on a student film. And there is Milos Forman. So that's how I met Milos.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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

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.

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.

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

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

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

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

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.

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 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.

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 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.

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

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 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.

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

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 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 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.