I am a student of whoever I can learn from.
My first vote was for a communist in east London when I was a medical student. But I've voted Tory, Labour and Lib Dem in my time.
My students often say, "My roommate read this story and really liked it", and it's hard to convince them that there are things wrong with it. I say, "well, people who love you want you to be happy. But I'm your professor and I'm supposed to be teaching you something. "
Assessments should compare the performance of students to a set of expectations, never to the performance of other students.
I was under the care of a couple of medical students who couldn't diagnose a decapitation.
The late philosopher Morris R. Cohen of CCNY was asked by a student in the metaphysics course, Professor Cohen, how do I know that I exist? The keen old prof replied, And who is asking?
I almost never do free writing. Unless I am forcing my students to do it.
I teach a graduate seminar called "Theorizing Improvisation" that is pretty interdisciplinary, but really makes students deal with black studies seriously. A lot of authors of color, a lot of women of color - those become central to the intellectual trajectory. It considers music, but it also considers areas of thought that might seem unrelated to music. That's partly because we're expanding the notion of what music is beyond objects, beyond scores, beyond things.
The students of biodiversity, the ones we most need in science today, have an enormous task ahead of molecular biology and the medical scientists. Studying model species is a great idea, but we need to combine that with biodiversity studies and have those properly supported because of the contribution they can make to conservation biology, to agrobiology, to the attainment of a sustainable world.
Be a student, not a follower. Take interest in what someone says, then debate it, ponder it, and consider it from all angles.
I encourage students to check out different styles of yoga and different teachers even within one system. Seek the teacher that inspires you, and practice the yoga that makes you feel the best. You'll then find the authentic practice for your life and path.
In an effective classroom students should not only know what they are doing, they should also know why and how.
Twelve million students take the PARCC or Smarter Balanced. Now, if 5 percent opt out, that creates - that triggers some restrictions, and 5 percent of 12 million is only 600,000.
I couldn't even speak in front of a group of students when I was in high school. I could barely do that sort of thing. But once I started doing the "YES!" chant down to the ring and people would do it with me, it allowed me to feel more comfortable.
Along with a dozen other students I had dissected a human cadaver and sorted its contents by size, color, function, and weight. There was nothing pleasant about the experience. Its only consolation was its truth and its only virtue was its utility.
The purpose of schools should not be to prepare students for more school. We should be seeking to have fully engaged students now
Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.
I feel like a 1960s graduate student. I still work on note cards. I've never found a better system.
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.
Students who laugh more- learn more. Students who laugh more earn more.