Quotessence
Home / Topics / Students Quotes

Students Quotes

Browse 4475 quotes about Students.

Related topics

Students Quotes

“I'm inspired by strong, courageous women. My mother is the definition of a self-sufficient, independent woman whom I have always looked up to. I also greatly admire incredible women like Aung San Suu Kyi, and human rights attorney Nasrin Sotoudeh, who was wrongfully imprisoned for 4 years in Iran, simply for giving a voice to the voiceless and defending the helpless. And I'm in awe of the young Pakistani student and activist, Malala Yousafzai, for her bravery and resilience in the face of brutal repression.”

“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.”

“Teaching is a huge part of what I do. I love to think about what I do out loud, and the best way to do this is to teach. I usually learn a lot from the students in my workshops, because we work to build the classes around a collaborative environment where everyone is working towards the same goal of learning how to observe and see the subject well, because everyone brings different approaches and experiences with them, the other students and myself learn new methods that we can add into what we do.”

“There is something wrong with our system when I can leave here and make billions of dollars in 10 years while millions of students can't even afford to pay off their loans, let alone start a business. We all know you don't get successful just by having a good idea or working hard. You get successful by being lucky too. If I had to support my family growing up, instead of having the time to learn how to code. If I didn't know that I was gonna be fine if Facebook didn't work out, then I wouldn't be standing up here today. And if we're honest, we all know how much luck we've had.”

“I love dipping into worlds at a fast and furious pace. A little glimpse allows the audience to put together the rest of that world in their brain. I love sketches that require the audience to piece together the comedic engine themselves. Give them all the information but not tell them what the scene is about so they can have that eureka moment of, "Oh my God, he's only used to the way urban students pronounce their names. That's what's going on here.".”

“I try to think of acting in terms of thinking and doing. People think of it as, "Oh, let's get inside this guy." They think that acting is being, or feeling, or emoting. It's as much doing. One of the first things you do as an acting student is ask, "Can you say words and do a task at the same time, like sweep a floor?" You get to watch the human condition, and there's always a "doing" aspect of it. This couple, they're carrying backpacks, where are they going? Students? Or are they carrying instruments? It stimulates the imagination. So acting is doing ... and I forget how we got off on that.”

“It's the ultimate for me not to see how it's made. I find it vulgar when you can distinguish how something is made. I used to be a student at the Chambre Syndicale de la Haute Couture in Paris, and once I got to go to a Saint Laurent couture show. Everyone was always talking about how fabulous the tailoring was, but I was transfixed by this one particular dress. It was just a piece of fabric, but as the model was walking, you didn't know how she got into it, how it closed, where the seams were, and that, for me, was perfection. It stayed with me as a lifelong vision.”

“Now I'm not going to go, "Oh my God, what are people saying about me?" I had a choice to be a student and not become a model, and becoming a doctor was another one of my dreams. I had a choice between not becoming a singer or becoming a songwriter and writing behind the scenes; nobody would have seen me writing songs for other people. I had the choice of not marrying my man; we could have just been hidden lovers, but I couldn't cope with it. I had these choices to do all these things, so I'm not going to cry over a life which has been really lucky.”

“I don't think that everyone should become a mathematician, but I do believe that many students don't give mathematics a real chance. I did poorly in math for a couple of years in middle school; I was just not interested in thinking about it. I can see that without being excited mathematics can look pointless and cold. The beauty of mathematics only shows itself to more patient followers.”

“I see a lot of people who have amazing stories but have been told that their work, their lives, and their stories and not the stuff of literature. Or they're first-generation college student, first-generation American, and their family just doesn't understand the art world. They have a lot of guilt. "We came all the way from [wherever] so you could do this?" Those people may not be showing the moxie, but that's because they don't even know what's possible. So I want to jump in and say, "Actually, your story is amazing, and I believe in you.".”

“I was terrible student. I was capable, but I never like being told what to do, so I was always in the bottom class at school. In Australia, a lot of students study to the end of year 10, but don't go on to the final year, and I was asked to leave the school because they just thought I wasn't performing well enough. I used to sneak off to play piano, and defy the rules of the school.”

“If I ever treated being gay as a problem, then I'm going to continuously find problems, I'm never going to find solutions. Students consistently ask about my personal life, and I kindly let them know, "That's my personal life, you don't need to know that." I've never had a negative interaction with students or parents. I try to become a part of the community so that parents can feel as comfortable with their child moving along in the curriculum more so than me being a problem.”

“It used to be that you would go into a writing program and what you would learn was how to write a short story. You would pick up the magazines and you would be taught from the magazines how to write a short story. Nowadays student writers are learning to write novels because that market is gone, so the ones who are drawn to the form are doing it really for reasons of their own and that's really exciting.”

“In volume and velocity, the new media are making available testimony on a previously unimaginable scale. I'm neither as romantic about the new media landscape, nor cynical. But what's indisputable is the experimental energy that digital forms are unleashing. Among my students and among up-and-coming artists, I find myself startled by the creative responses to the technological, environmental, and political upheavals of our time.”

“That was a bizarre and unlikely event, which has misled a generation of drama students from my old drama school that dreams really do come true. I was an unemployed actor. I had been an actor for about eight years, and had worked in theater, and done a tiny bit of TV, and somehow an audition video of mine ended up on Kevin Costner's television screen, and he rang me up and invited me to fly first-class to Hollywood and be in his movie The Postman.”

“All singers, no matter how gifted, should always try to go improve. And all students begin in the same place despite the level of their talent. It's like bodybuilding: All people who train use similar exercises no matter how naturally physically endowed a person may be. I have worked with many of the most brilliant singers in modern music and it's always the case that they have a great deal of under-realized potential no matter how amazing their abilities.”

“I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.”

“If the goal is to dramatically improve college completion rates, not college-going rates by itself but college completion, it's not just a college problem. We need a big focus on early childhood education. Our early childhood education system is pretty good in this country. Not enough students have opportunity. And, very discouragingly, they lose their advantage because they go to poor schools after that. So, let's focus on our babies.”

“When schools truly become centers of the community, where you have extraordinary teachers, the best teachers, the best principals, great nonprofit partners coming in during the non-school hours to support and do enrichment activities, social services, then those students will beat the odds, will beat poverty, will beat violence in the community, will beat sometimes dysfunctional families, and be productive citizens long term. They will go to college.”

“This is a devastating problem, is, the longer our children are in school, the worse they do. Year after year after year, our children in America are falling further behind. Our 3- and 4-year-olds enter kindergarten OK, and they fall further and further behind. Each year, children in other countries are learning more than children in this country. And so the gap between American student performance in Singapore and Finland and South Korea and Canada and these other countries, the gap widens year after year after year.”

“Leonardo da Vinci had such a playful curiosity. If you read his notebooks, you'll see he's curious about what the tongue of a woodpecker looks like, but also why the sky is blue, or how an emotion forms on somebody's lips. He understood the beauty of everything. I've admired Leonardo my whole life, both as a kid who loved engineering - he was one of the coolest engineers in history - and then as a college student, when I travelled to see his notebooks and paintings.”

“If you look at figures, we have a good supply of doctors in Switzerland. They always say that in the future we shall have a lack of home doctors, family doctors. I'm not sure of that, but we have a problem of formation. Every year there [are] about 1,000 students beginning medical studies, and at the end of the formation there are only 600 young people getting the diploma. It means that about 40 percent of the students fail during the studies, although there is a selection at the beginning. Forty percent is too much as failure, so probably there is a problem in the formation, education.”

“We economists, in our classes, teach students that to some degree, price discrimination is actually a good thing; that it allows you to serve lower-income people. Take Africa, with AIDS. They could never finance what an AIDS cocktail costs here, over $10,000 a year. But if you sold it to them for $300 a year, which just barely covers cost, they could probably serve quite a few of their citizens, with World Bank help. We economists say that will be beneficial. But it's a two-tier system; yes, African people pay less than we would pay.”

“The college students come out and they’re doing something for the first time, so by definition it’s dramatic for the most part, but most people don’t jump out of the airplane or sign up to become a French clown. That’s not the move they’re mostly making. They’re mostly making things a little bit better where they are and so to make things a little better where you are, you really got to get underneath what’s bugging you, what is working for you.”

“Peter Drucker being one of the most important influences because he has helped to think differently about organizational leadership and management. Frankly, I learn something of value from everyone I meet. My Harvard colleagues. My students. The executives I work with. For an eager student, which is what I am, there is so much to be learned from everyday experiences. I'm a sponge. Always will be.”

“There are students whose religious upbringing is going to make them feel uncomfortable in a class where certain kinds of secular ideas are presented. There are students whose ideas about history or sexuality are going to be similarly challenged to question, to affirm or to change those ideas. That doesn't mean they shouldn't be exposed to them; that's why they're at school. That's why they come to university: to be taught how to think well and critically about material that they're being presented with. But it's the teacher who is certified to teach them how to do that.”

“If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.”

“If our public school system is a truly democratic institution. It's the place where we can reach every child in this county from kindergarten. What an opportunity to edibly educate them. I don't just mean a glorified cooking class. I've never thought of it that way. I have always thought of it as a way to empower students to learn, to give them confidence, and to nourish them. So, I think the centerpiece has to be a free, sustainable school lunch for every child.”

“I had an affinity for music and could play anything I heard on the piano, but I wasn't scholastically advanced in any way. It was more of a habitual tendency. I would work on weekends at piano bars playing jazz when I was an art student, but the music wasn't mine - it was covers: everything from Radiohead to really old jazz. But other than that, the only training I had was piano lessons from when I was nine until I was eleven.”

“If you sit in on a film class with students, their big complaint is "That's not like real life." They don't realize that they don't really want to watch real life. They don't want to sit and watch a security camera. There's a strong gravity in all of us as viewers - even in myself now and then - to want to see real life depicted. But you're looking for it in the wrong places. It's in little allegories, in something removed.”

“The educational system in the US was a highly predictable victim of the neoliberal reaction, guided by the maxim of "private affluence and public squalor." Funding for public education has sharply declined. As higher education is driven to a business model in accord with neoliberal doctrine, administrative bureaucracy has sharply increased at the expense of faculty and students. Cost-cutting leads to hyper-exploitation of the more vulnerable, creating a new precariat of graduate students and adjuncts surviving on a bare pittance, replacing tenured faculty.”

“Student debt is structured to be a burden for life. The indebted cannot declare bankruptcy, unlike Donald Trump. Current student debt is estimated to be over $1.45 trillion. There are ample resources for that simply from waste, including the bloated military and the enormous concentrated private wealth that has accumulated in the financial and general corporate sector under neoliberal policies. There is no economic reason why free education cannot flourish from schools through colleges and university. The barriers are not economic but rather political decisions.”