Classroom Performance Quotes

Our educational results lag behind other states, and other nations, but worse still, behind the potential of the kids and the devoted teachers in our classrooms.

Schools reward their students for a combination of intelligence, perseverance, and hard work - in the classroom and on the playing fields. But these metrics don't help kids understand that great grades are not a pass for a great life.

You can't improve what you can't measure, and liberals have resisted any kind of meaningful measurement of success in the classroom for decades. Instead of focusing on the three R's, liberals have thrown up a barrage of silly things designed to distract us all from their awful stewardship of the schools.

In an increasingly complex world, with courseloads becoming heavier and heavier, shouldn't we be opting for more accountability when it comes to our professors, not less?

Actually, I started as a ventriloquist and my music teacher said, "Why don't you emcee the talent show?" My act was out of the back of Boys' Life magazine-they had a whole series of jokes in the back of Boys' Life magazine for Boy Scouts. So my act was jokes with my ventriloquist figure, and it was really bad, but I walked into the classroom afterward and the kids went, "Wow, you're cool." I wasn't cool at all, but I thought, "Well, this is a pretty good deal."

I think a lot of teachers want to talk about how to continually improve performance.

I just always remember there being an ability to amuse schoolmates. Not in a kind of 'dance-around-at-the-front-of-the-room-with-his-trousers-off' way, but probably with a sardonic quip. I remember getting a school report that said something like, 'Steve's good, but he tries to see the funny side in everything.'

As an actor in the classroom, you're revealing so much, and teachers are, you know, they're just critiquing like a painting or a piece of work; it's like, it's you, and it's your emotions that they're working with.

Teaching is, after all, a form of show business.

Good teaching is one-fourth preparation and three-fourths pure theatre.

My career actually started in the second grade as class clown. That's no joke. I was always making people laugh, and it was really to mask a learning disability... When it came time for me to read out loud, I would crack jokes or create a diversion.

When I see kids who naturally get A's and who naturally score high on tests and the teachers naturally like them because they require the least amount of management - when they come out into the real world, I find they're very poor at getting through obstacles. And life is about solving obstacles.

I was a good student in school.

A young professor I watched in action at one of our large eastern colleges used to stand with his back to the class and mumble explanations of blackboard problems. He was "let out" at the end of two years because students refused to attend his classes. He was given an evasive reason for his dismissal and he left with justifiable bitterness toward the administration. If someone had told him the truth he could have avoided this denouement. Sometimes professors go on for years without any conception of remediable faults which irritate their listeners.

I took care of business in the classroom and on the field.

I was a good student and stuff like that.

I was always the kid in school who tried to get attention, not necessarily the class clown, but I'd do little unexpected performances.

Anecdotally his fitness reports rated him well above average in the classroom, excellent in the field, fluently bilingual in English and French, passable in Spanish, outstanding on all man-portable weaponry, and beyond outstanding at hand-to-hand combat. Susan knew what that last rating meant. Like having a running chainsaw thrown at you

I used to be a reasonably good student.

I don't recall my parents ever steering me toward or away from science. It was more that I was steered toward learning and excellence in the classroom.

Grittier students are more likely to earn their diplomas; grittier teachers are more effective in the classroom. Grittier soldiers are more likely to complete their training, and grittier salespeople are more likely to keep their jobs. The more challenging the domain, the more grit seems to matter.

I wanted to write at school - to write funny stories which the teacher might ask me to read out to the class. It's all basically about showing off.

The most reliable way to be certain of their classroom impact is through independent studies conducted by third-party organisations which compare the student growth in our corps members' classrooms to that of other teachers in similar situations.

Lack of homework shows up in the marketplace as well as in the classroom.