18 Quotes Tagged: students

I tell my students, 'When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else. This is not just a grab-bag candy game.

The only real job of a teacher, especially a writing teacher, is to help students find themselves.

Tut, tut! I have often admonished my pupils to count ten before speaking. Were I you, Mr. Philander, I should count at least a thousand, and then maintain a discreet silence.

... test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up.

Students of media are persistently attacked as evaders, idly concentrating on means or processes rather than on 'substance'. The dramatic and rapid changes of 'substance' elude these accusers. Survival is not possible if one approaches his environment, the social drama, with a fixed, unchangeable point of view - the witless repetitive response to the unperceived.

"Wolf's wool is the best wool, but it cannot be sheared, because the wolf will not comply. With knowledge as with wolves' surliness, the student studies voluntarily, refusing to be less than individual. He "gives his opinion and then rests upon it"; he renders service when there is no reward, and is too reclusive for some things to seem to touch him; not because he has no feeling but because he has so much."

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's

Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.

The chief wonder of education is that it does not ruin everybody concerned in it, teachers and taught.

At school I was a nuisance, for my father was now Chairman of our Continuation School Board, and I affected airs of near-equality with the teacher that must have galled her; I wanted to argue about everything, expand everything, and generally turn every class into a Socratic powwwow instead of getting on with the curriculum. Probably I made her nervous, as a pupil full of green, fermenting information is so well able to do. I have dealt with many innumerable variations of my younger self in classrooms since then, and have mentally apologized for my tiresomeness.

"But we're a university! We have to have a library!" said Ridcully. "It adds tone. What sort of people would we be if we didn't go into the library?"

"Students," said Senior Wrangler morosely.

I remember clearly the professor who introduced me to Buddhist and Hindu thought. As a final exam, she took all five of us students to a remote weekend retreat facility and issued the rules: no speaking allowed, and no clocks or wristwatches. During the night she would awaken a student, ask the student to assume a yogic position, then ask questions: How does a Christian speak about the nature of God? How does a Buddhist speak about the nature of reality? What is the truth of eternal life? What is the purpose of this life? The questions were deep and penetrating. It wasn’t the quality of our responses that she
was evaluating; rather, it was our attachment to any particular school of thought. If she sensed that we were attached to one form of truth more than another, we had failed to learn the lesson of her class: All truth is the same at the level of truth itself. That it becomes “enculturated” is an illusion. For her, this was the essence of what it means to become conscious: to seek truth that is detached from its social or cultural form. In looking back at her influence upon me, I credit her with laying the groundwork for my own abilities in symbolic sight.

The best students always are flunking. Every good teacher knows that.

A Student is the most important person ever in this school...in person, on the telephone, or by mail.
A Student is not dependent on us...we are dependent on the Student.
A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so.
A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt . they can’t afford the time to think. Tuition fee increases are a “disciplinary technique,” and, by the time students graduate, they are not only loaded with debt, but have also internalized the “disciplinarian culture.” This makes them efficient components of the consumer economy.