That is still the case in this country for too many students, the soft bigotry of low expectations. If you don’t expect them to learn, if you don’t expect them to succeed – then it becomes a self-fulfilling prophecy.
Sure, the job of high school teachers is not to tear down students’ self-esteem. But it’s certainly not to inflate students’ sense of self-worth with a bunch of unearned compliments and half-truths.
The notion that every well educated person would have a mastery of at least the basic elements of the humanities, sciences, and social sciences is a far cry from the specialized education that most students today receive, particularly in the research universities.
So basically my, my foundation does this thing called gap coverage for, you know, students that apply for our scholarship program. What it means, it’s not like quote, unquote ‘full scholarship.’ They apply for financial aid and, and FAFSA and things like that. Then whatever’s not covered, my foundation covers.
Princeton is quite integrated. Women are professors at Princeton. Women are students at Princeton. That began in the 1970s.
The three major administrative problems on a campus are sex for the students, athletics for the alumni, and parking for the faculty.
The only advice I give to acting students is, ‘Be nice to your underclassmen. You never know who might be in a position to help you get a job one day.’
Students of America, working families of America: President Obama will not turn his back on you.
It is exciting to work with students thinking about issues of the day, from closing the achievement gap to finding a cure for cancer.
From my first year on the faculty, there was always so much more I wanted to impart to the students. I decided that, rather than waste the last day of class summarizing the semester, I’d spend my time talking about what I’d learned in life that was useful.
The Stanford prison experiment came out of class exercises in which I encouraged students to understand the dynamics of prison life.
A telephone survey says that 51 percent of college students drink until they pass out at least once a month. The other 49 percent didn’t answer the phone.
I believe in libraries because most students don’t have any money.
I mean, my students are texting me all the time. It could be 10 o’clock at night, ‘Hey Dr. B., can you check my thesis statement?’ You know, I’m in bed!
I’ve led a school whose faculty and students examine and discuss and debate every aspect of our law and legal system. And what I’ve learned most is that no one has a monopoly on truth or wisdom. I’ve learned that we make progress by listening to each other, across every apparent political or ideological divide.
I was a football player at college and dislocated my thumb. I was out for a bit and passed the theatre and saw some lovely drama students walking into an audition for ‘Much Ado About Nothing’ and thought: ‘That’s what I’ll do when I recover.’ I joined that production and was hooked.
Well, perhaps the greatest achievement, and we didn’t know it at the time, was we held an Earth Day in 1970, and out of that Earth Day a lot of students got involved in saving the environment, or trying to.
Many of my students assume that government protection is the only thing ensuring decent wages for most American workers. But basic economics shows that competition between employers for workers can be very effective at preventing businesses from misbehaving.
America has a strategic interest in continuing to welcome international students at our colleges, universities, and high schools. Attracting the world’s top scientific scholars helps to keep our economy competitive.
I find that the three major administrative problems on a campus are sex for the students, athletics for the alumni and parking for the faculty.
I used to be one of those students who needed to see something bigger, and God brought people into my life who gave me a bigger vision than the circumstances that surrounded me.
A university is what a college becomes when the faculty loses interest in the students.
This is at the heart of all good education, where the teacher asks students to think and engages them in encouraging dialogues, constantly checking for understanding and growth.
I tell students, ‘If you are learning from YouTube I almost don’t want to teach you because what you learn from YouTube it takes 10 times as long to unlearn.’ They do an approximation of the centre of the note, an approximation of the interpretation, a cloned version.
Students can’t dream big when classrooms lack books, microscopes, and robotics kits – or even paper, pencils, and paste.
I was searching for a way to demonstrate 3D movement to my students and one day found myself staring into the River Danube, looking at how the water moved around the pebbles. This became the inspiration for the cube’s twisting mechanism. The fact that it can do this without falling apart is part of its magic.
One works in one’s laboratory – one’s chaotic laboratory – with students and colleagues, doing what one most wants to do – then all this happens! It is overwhelming.
Following graduation from high school in 1948, I attended Harvard University where I became a physics major. Having grown up in a small town, I found Harvard to be an enormously enriching experience. Students in my class came from all walks of life and from a great variety of geographical locations.
Extension work is not exhortation. Nor is it exploitation of the people, or advertising of an institution, or publicity work for securing students. It is a plain, earnest, and continuous effort to meet the needs of the people on their own farms and in the localities.
I started out as a high school teacher in inner-city Chicago and realized quite quickly that my students weren’t that motivated.
Open rehearsals reach people who might not otherwise hear the Philharmonic – people on fixed incomes, people who can’t move easily at night, students.
The thing about me is I have a great little acting school. I teach about 125 students.
I had some of the students in my finance class actually do some empirical work on capital structures, to see if we could find any obvious patterns in the data, but we couldn’t see any.
When we go out to the university, the professors always say, ‘Tell these students about your five-year plan and your 10-year plan,’ and I say, ‘Gee, we’re lucky if we have a year plan.’
I did a masterclass at the Juilliard and asked the students, ‘Can you stand?’ ‘Sure.’ ‘Can you walk?’ ‘Sure.’ They couldn’t. They had never really thought about it.
At 16, when I was at Henry M. Gunn High School, I had a crush on the English teacher, and my grades improved dramatically. This great school had only 400 students, mostly children of Stanford professors, and it was more usual to have classes under one of the oak trees dotted around the campus than in the classroom.
We all know that there are these exemplars who can take the toughest students, and they’ll teach them two-and-a-half years of math in a single year.
Oxford is a funny place, as it is a mixture of town and gown. You have the students at the main university and at Oxford Brookes, but there is also a big working-class community.
A majority of my blind students at the International Institute for Social Entrepreneurs in Trivandrum, India, a branch of Braille Without Borders, came from the developing world: Madagascar, Colombia, Tibet, Liberia, Ghana, Kenya, Nepal and India.
We need to align the incentives so that colleges have an incentive to keep down their costs… to graduate students on time with degrees in areas where they’re going to be able to get jobs and going to be able to pay back those loans.
I’ve learned to accept the fact that my students are far too busy preparing for their own legal careers to care one bit about the off-campus antics of Professor Burke. I get the impression that my students are vaguely aware of my novels, but are at best mildly curious.
Commencement speeches were invented largely in the belief that outgoing college students should never be released into the world until they have been properly sedated.
The goal is to provide analytical tools that will last students a lifetime.
We have to prepare our students so that they become able to face any challenge rising in any environment and anywhere in the world.
I’m used to being surrounded by really smart 22-year-old students who have no problem saying that something I suggested is not a very good idea.
The faith I was born into formed me. I come from a missionary family – I grew up in China – and in my case, my religious upbringing was positive. Of course, not everyone has this experience. I know many of my students are what I have come to think of as wounded Christians or wounded Jews.
Math proficiency is the gateway to a number of incredible careers that students may never have considered.
The college that takes students with modest entering abilities and improves their abilities substantially contributes more than the school that takes very bright students and helps them develop only modestly.
The students that, like the wild animal being prepared for its tricks in the circus called ‘life’, expects only training as sketched above, will be severely disappointed: by his standards he will learn next to nothing.
