Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math…
I'm really into psychology, and I want to be a psych major.
I would argue that the charter schools are really good at building programming and curriculum around the issues and the interests of the kids that they serve.
I've learned to accept the fact that my students are far too busy preparing for their own legal careers to care one bit about the off-campus antics of Professor Burke. I get the impression that my students are vaguely aware of my novels, but are at best mildly curious.
You have to give kids things they're interested in reading. That's what teachers do who are engaged in what their students want.
I spend time in the classroom. I think more of them aren't political science than are political science. I particularly like talking to journalism students.
University politics are vicious precisely because the stakes are so small.
I'm prepared to fight as hard as I can against unions entering the University on behalf of our students.
All claims of education notwithstanding, the pupil will accept only that which his mind craves.
I believe amateur boxing training should be available in schools. Not for all, but for those who want to.
...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.
I don't teach anymore, but I can still clearly see fifth period after lunch - that's a real tough time to teach. And I tried to imagine writing a story that would appeal to those kids - even when they're tired, even when they're bouncing off the walls.
The idea that you have to drop any thing that you might be interested in doing because you have to pass that test tomorrow and it's something that you're not interested in, that's just the opposite of education. It's also harming teaching, because the teachers are evaluated by the results of the test.
When in school, I was interested in many things other than studies.
When it came to choice of subjects, science was obvious - since I was uninterested in anything else - but a decision that caused consternation in some eyes was my demand to take biology for A-level.
For most students at universities around the country, studying entrepreneurship is a pleasant intellectual diversion, not a professional choice, path, or commitment.
No use to shout at them to pay attention. If the situations, the materials, the problems before the child do not interest him, his attention will slip off to what does interest him, and no amount of exhortation of threats will bring it back.
I teach at Georgetown, and I see that the students have so many different interests. The main thing is to match your passion with your knowledge, because you can't just be passionate without knowing the facts, and facts are really boring without passion.
I think there's a group of students - whether it's the micro-aggression or the safe space or the trigger warning that garner a lot of attention - but that the fundamental issues that they're more interested in are - and I'll be very frank here - how much money do I pay for a unit? And what is that unit going to do for me when I'm graduating?And even though this is mostly in a progressive landscape, they're asking questions that have not been asked of the university. And the university can't supply answers to them.
