I think a lot of teachers feel like they're teaching to a test. Our response is you teach to a student, you really teach to the kid.
I believe that everyone has a story, and it is important that we encourage all students to tell theirs.
It is hard to convince a high-school student that he will encounter a lot of problems more difficult than those of algebra and geometry.
I would not say that I was, these days, a 'student' of philosophy, although in my youth I was quite deeply involved with certain aspects of the British pragmatists.
We all know that there are these exemplars who can take the toughest students, and they'll teach them two-and-a-half years of math in a single year.
The older I get, the more I realize that I am not just the student, but I am my own teacher as well.
I'm always telling students when I do a master class on audiobooks: 'Watch Meryl Streep. Watch her disappear into a role; watch what she does.'
In the long run, much public opinion is made in the universities; ideas generated there filter down through the teaching profession and the students into the general public.
Without there being some national strategy, it is difficult for educators to know what kinds of engineers or technicians to produce and for potential students to know what professions to study for.
One works in one's laboratory - one's chaotic laboratory - with students and colleagues, doing what one most wants to do - then all this happens! It is overwhelming.
It is of great advantage to the student of any subject to read the original memoirs on that subject, for science is always most completely assimilated when it is in the nascent state...
We should teach the students, as well as executives, how to conduct experiments, how to examine data, and how to use these tools to make better decisions.
I have a theory about that, if you have to say something, if you have encourage for one second a prospective acting student - he should not go in to acting.
The only thing that everyone needs to look out for is keeping the students reading through high school and thereafter.
Writing was not a childhood dream of mine. I do not recall longing to write as a student. I wasn't sure how to start.
It's a staggering transition for high school students that found they could study five hours a week and make As and Bs.
The only advice I give to acting students is, 'Be nice to your underclassmen. You never know who might be in a position to help you get a job one day.'
I always knew the Sixties wasn't a revolution. It really was just a bunch of university students with wealthy parents having fun.
I actually had a job while I was acting and was a nursing student, which I had to drop due to my 9-5 job at the time. I managed an instrument room at a hospital in the Bronx.
My mother would take groups of students to different countries and always brought us along, so by the time I was 10, I had been to Russia, China, Nicaragua and several other countries.
Well, perhaps the greatest achievement, and we didn't know it at the time, was we held an Earth Day in 1970, and out of that Earth Day a lot of students got involved in saving the environment, or trying to.
