Imagine if baseball were taught the way science is taught in most inner-city schools. Schoolchildren would get lectures about the history of the World Series. High school students would occasionally reproduce famous plays of the past. Nobody would get in the game themselves until graduate school.
My women students openly admit that they dress for interviews like dates, hoping to look their best: makeup, high heels, a well-fitting suit that shows off their figure. And I always tell them to make sure to wear a shirt under the suit jacket. Form fitting, yes. Cleavage, no.
During this period, with a series of excellent students, we further studied hyperon decays.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
For some students, school is the only place where they get a hot meal and a warm hug. Teachers are sometimes the only ones who tell our children they can go from an Indian reservation to the Ivy League, from the home of a struggling single mom to the White House.
Aside from a few master teachers that we have had over the years, this has been a completely local talent development. But people have started to come now from Chicago, we have a number of students from Chicago and different places of the country and even in the world.
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.
It is commonly said that a teacher fails if he has not been surpassed by his students. There has been no failure on our part in this regard considering how far they have gone.
I find it shameful that in nearly all the universities of Europe, Palestinian students sponsor and nurture anti-Semitism.
With nearly all students leaving public high school having taken some vocational education, this bill continues to provide communities with the funding necessary to give students an edge on career training.
Cheerfully fessing up to our failures turns crazy mind off, humility and compassion on. I learned this in a karate dojo that had a strange tradition. Everyone there loved recounting failure stories, and after an evening of smacking one another, we'd sit and have a beer while the students swapped tales of martial arts disaster.
There is a way in which all writing is connected. In a second language, for example, a workshop can liberate the students' use of the vocabulary they're acquiring.
Learning isn't meant to be confined to a box, and students virtually never 'master' a topic simply by taking a class.
Hoping they'd been inspired by the examples of Anne Frank and other teens who had turned negative experiences into something positive by writing about them, I handed out notebooks for my students to journal about their lives. There was some initial resistance. But then the stories poured out of them, full of anger and sadness.
I had a hard time convincing students that they were going to North Africa to understand the North Africans, not to understand themselves.
Ministers should be Bible students. They should thoroughly furnish themselves with the evidences of our faith and hope, and then, with full control of the voice and their feelings, present these evidences in such a manner that the people can calmly weigh them, and decide upon the evidences presented.
I am particularly surprised that certain outlets look at pass rates irrespective of student population. As if inner city high school kids are to fare as well as college students.
By climbing a steeper road, the value and appreciation Delaware State students took and continue to take from their education and their experiences is just as great, if not greater, than students attending ivy league schools.
My athleticism was really the core to social acceptance, because in those days the overwhelming number of students came from more of a public school background than I did.
I began to understand the challenges that first-generation college students and students of color have in college.
My earnestness at the injustices I witnessed when I was writing 'Random Family' may have been my gravest reportorial offense during the early years of reporting. When I discuss the book with students, they often ask me how I could 'stand by' in the face of so much suffering; the egregiousness wasn't my powerlessness but my surprise.
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.
Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply.
I promise my students that if they take the time to figure out their life purpose, they'll look back on it as the most important thing they discovered while at school. If they don't figure it out, they will just sail off without a rudder and get buffeted in the very rough seas of life.
And then we moved to New Jersey and I went to the Art Students League.
My attitude toward graduate students was different, I must say. I used graduate students as colleagues: I gave them the best problems to work on, and I encouraged them.
The result was, when Congress convened in January 1971, everyone was now an environmentalist. They had seen a new force, college students, who favored the environment.
I love the most the students with troubled lives.
Crabbed and obscure definitions are of no use beyond a narrow circle of students, of whom probably every one has a pet one of his own.
Efforts to develop critical thinking falter in practice because too many professors still lecture to passive audiences instead of challenging students to apply what they have learned to new questions.
Is it not dangerous to have students study together for years, copying the same models and approximately the same path?
I am sure my fellow-scientists will agree with me if I say that whatever we were able to achieve in our later years had its origin in the experiences of our youth and in the hopes and wishes which were formed before and during our time as students.
In today's global economy, however, it is important to raise the bar of excellence even higher. Today's students must be prepared to compete effectively on an international level.
I was in the drama club, and I was one of seven co-presidents of the student body. Students elected me - I don't know why!
Poorer students take out larger loans and will have to contribute more to the cost of higher education.
In the 1960s when the recording studio suddenly really took off as a tool, it was the kids from art school who knew how to use it, not the kids from music school. Music students were all stuck in the notion of music as performance, ephemeral. Whereas for art students, music as painting? They knew how to do that.
