Students

"The value of students' questions has been emphasized by several authors (e.g. Biddulph, Symington, & Osborne, 1986; Fisher, 1990; Penick, Crow, & Bonnsteter, 1996). Questions raised by students activate their prior knowledge, focus their learning efforts, and help them elaborate on their knowledge (Schmidt, 1993). The act of ‘composing questions’ focuses the attention of students on content, main ideas, and checking if content is understood (Rosenshine, Meister, & Chapman, 1996). The ability to ask good thinking questions is also an important component of scientific literacy, where the goal of making individuals critical consumers of scientific knowledge (Millar & Osborne, 1998) requires such a facility."

"Q:What’s the update on repatriated students from Ukraine?"

"It is necessary to be particularly on your guard with regard to the young ladies, into whose company you are introduced - it is perfectly well understood in society that ladies may shew to youths in the position of Private Pupils a sort of kindness and attention, which they would not think of shewing if these youths were a little older and more out of the world."

"Where should the scholar live? In solitude, or in society? in the green stillness of the country, where he can hear the heart of Nature beat, or in the dark, gray town where he can hear and feel the throbbing heart of man?"

"Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. Students growing up in richer families have better grades and higher scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion. Whether you think it deeply unjust, lamentable but inevitable, or obvious and unproblematic, this is hardly news. It is true in most societies and has been true in the United States for at least as long as we have thought to ask the question and had sufficient data to verify the answer. What is news is that in the United States over the last few decades these differences in educational success between high- and lower-income students have grown substantially."

"And then the whining schoolboy, with his satchel And shining morning face, creeping like snail Unwillingly to school."

"He was a scholar, and a ripe and good one; Exceeding wise, fair-spoken, and persuading; Lofty and sour to them that lov'd him not; But to those men that sought him sweet as summer."

"And with unwearied fingers drawing out The lines of life, from living knowledge hid."

"When teaching beginners, you should always try to say the same thing several times in slightly different ways. Connections that are obvious to a pro might not come automatically to the beginner. And those students who see you belaboring the obvious won't mind. Very few people get offended when you make them feel clever."

"Rocking on a lazy billow With roaming eyes, Cushioned on a dreamy pillow, Thou art now wise. Wake the power within thee slumbering, Trim the plot that's in thy keeping, Thou wilt bless the task when reaping Sweet labour's prize."

"Strange to the world, he wore a bashful look, The fields his study, nature was his book."

"Experience is the best of schoolmasters, only the school-fees are heavy."

"The scholar who cherishes the love of comfort, is not fit to be deemed a scholar."

"The studious class are their own victims; they are thin and pale, their feet are cold, their heads are hot, the night is without sleep, the day a fear of interruption,—pallor, squalor, hunger, and egotism. If you come near them and see what conceits they entertain—they are abstractionists, and spend their days and nights in dreaming some dream; in expecting the homage of society to some precious scheme built on a truth, but destitute of proportion in its presentment, of justness in its application, and of all energy of will in the schemer to embody and vitalize it."

"The world's great men have not commonly been great scholars, nor its great scholars great men."

"Ah, pensive scholar, what is fame? A fitful tongue of leaping flame; A giddy whirlwind's fickle gust, That lifts a pinch of mortal dust; A few swift years, and who can show Which dust was Bill, and which was Joe?"