Student Interaction Quotes

Whenever we can, we try to talk to students. If I can, I'll invite kids from a school to a sound check and take questions from them. I want to show them it's cool to play the trombone. Kids are influenced by what's accessible to them. It's hard for kids to be introduced to music other than what they see on TV and video.

But it's never just been the journals that have made the difference, I don't think. It's also the way the students are with one another . . . the way they talk about books and authors and themselves. Not just their problems, but their passions too. The way they form a little society and discuss whatever matters to them. Books light the fire-whether it's a book that's already written, or an empty journal that needs to be filled in.

There's lots of bad things about teaching, but the really good thing is that you get to be around young people - irritating as they are.

Once in a while, I have the chance to speak to students. I learn from them as much as they learn from me. It's a great dialogue to create.

A child's learning is a function more of the characteristics of his classmates than those of the teacher.

We should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity … by actually talking with them.

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.

In 1970, Dean Robert Ebert offered me the Chair of Pathology at Harvard Medical School. I moved to Harvard because I missed the university environment and, more particularly, the stimulating interaction with the eager, enthusiastic, and unprejudiced young minds of the students and fellows.

There are a few other things that I built when I was at Harvard that were kind of smaller versions of Facebook. One such program was this program called Match. People could enter the different courses that they were taking, and see what other courses would be correlated with the courses they are taking.

And that's actually the brunt of what we do is, people going straight from their workplace, straight from home, straight into the classroom and working directly with the students. So then we're able to work with thousands and thousands more students.

My happiest hours are spent in school, surrounded by those I hope to benefit.

I really like visiting schools, but what I tell students isn't anywhere near as interesting to me as what they tell me.

While it was a very interesting period in my life, I was happy to get back to more direct contact with students in the classroom and in my research projects.

My fondest part of college was the interaction and everything I did with my fellow students.

I've learned a lot about writing from listening to my students talk.

Prior to being allowed to enter the profession, prospective teachers should be asked to talk with a group of friendly students for at least half an hour and be able to engage them in an interesting conversation about any subject the prospective teacher wants to talk about.

In an undergraduate business environment, the best learning experience is the interaction students have with each other. They need to learn from each other as much as from professors and lectures and other teaching tools.

Somehow, talking to young students brings you back to reality - it should, anyway.

We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.

The educational resources provided by a child's fellow students are more important for his achievement than are the resources provided by the school board.

If I get asked to talk to a group of CEOs or a group of high school students, I pick high school students.

I started thinking about my relationship with my students; I'm this guy who comes in from book - and movie - land and descends on angel wings into their classroom.

Education is the sum of what students teach each other between lectures and seminars.

Sometimes I loved the disruptive student in class who livened up lectures with wisecracks - it put a spin on things, added flavor, made me laugh. Other times, I wished the heckler would just shut up so I could learn something.

That kind of peer learning, that peer teaching, that peer evaluation, and then administration of insight.