If you are giving a graduate course you don't try to impress the students with oratory, you try to challenge them, get them to question you.
I was a Jewish rabbinical student for 12 years, and studied the Bible all the time.
He who proposes to be an author should first be a student.
Journalism students need to understand it and need a solid background in the liberal arts, in sociology, economics, literature and language, because they won't get it later on.
If anything, I was the opposite of most college students who think they can do anything.
The great classics that, as a professional you don't get to do, you do as a student, when you don't know any better.
I found that I loved producing that kind of propaganda and I loved the power that a few students with a Macintosh computer could wield. I was hooked on communications at that point.
I find it shameful that in nearly all the universities of Europe, Palestinian students sponsor and nurture anti-Semitism.
They [academy writing programs] have no concept that the world has changed, that publishing has changed, that filmmaking has changed, and if you're not constantly looking at your education model and adjusting for the change, you'll find yourself teaching antiquity. Like all of these programs that won't accept students who are writing genre fiction - what an institutional ego!
My students know I have a life, they know I've written about my life. They know some detail, probably more than they know about their physics teacher, but I would've told them anyway!
I tell my students there is such a thing as 'writer's block,' and they should respect it. You shouldn't write through it. It's blocked because it ought to be blocked, because you haven't got it right now.
If the right wing has their way and state's rights control voting rights, they would remove protections that make it difficult for seniors to vote. It would be harder for students to vote on campus. These are attempts to suppress acts of voting.
We owe every student in every neighborhood in New Jersey an equal opportunity to succeed. We know that more money, alone, is not the answer. We need to redefine success, and how we pursue that success, by the outcomes obtained by students.
B students work for C students - A students teach.
You can walk with the Shintoist through his sacred groves, or chant an affirmation with the Hindu on the banks of the Ganges. . . and still be a student of Unity. . . . As the Christ becomes greater to you in Unity, the Buddha also becomes greater, and the greater the Buddha becomes, the greater the Christ becomes.
I was perhaps the worst student you have ever seen. You know, I thought I was stupid, all my classmates thought I was stupid, so there was general agreement.
I don't teach my students, I provide the circumstances in which they can learn.
The truth is when I went to graduate school I would've said I was among the least talented of the students, I was certainly the least smart, or less educated. But I worked very hard.
No student knows his subject: the most he knows is where and how to find out the things he does not know
There's 150,000 students here from the Middle East. If 40% of them have overstayed their visa, don't we need to know where they are, what they're doing, are they obeying our rules?