If a teacher does not involve himself, his values, his commitments, in the course of discussion, why should the students?

I am a teacher born and bred, and I believe in the advocacy of teachers. It's a calling. We want our students to feel impassioned and empowered.

But the fact is, no matter how good the teacher, how small the class, how focused on quality education the school may be none of this matters if we ignore the individual needs of our students.

I think it is most important for a teacher to play the pieces and studies that are being played by the student.

I was not a good teacher; I didn't have the sort of edge one should have on the students, so I decided to do something else.

I started out as a high school teacher in inner-city Chicago and realized quite quickly that my students weren't that motivated.

I have always believed that 98% of a student's progress is due to his own efforts, and 2% to his teacher.

I was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.

People can look to me as a teacher, but I consider myself a student of hip-hop.

The main difference in the effectiveness of teaching comes from the thoughts the teacher has had during the entire time of his or her existence and brings into the classroom. A teacher concerned with developing humans affects the students quite differently from a teacher who never thinks about such things.

I flunked my exam for university two times before I was accepted by what was considered my city's worst university, Hangzhou Teachers University. I was studying to be a high school English teacher. In my university, I was elected student chairman and later became chairman of the city's Students Federation.

Trump gives progressives a way to channel whatever guilt they might have - whether from preventing homebuilding, benefitting from unfair taxes and pensions, or depriving black and Latino students the teacher quality and school funding they need - into a sanctimonious tribal rage against Republican racism.

I think it goes back to my high school days. In computer class, the first assignment was to write a program to print the first 100 Fibonacci numbers. Instead, I wrote a program that would steal passwords of students. My teacher gave me an A.

Most of my teachers wanted to send me to the principal's office. But my fourth-grade teacher once put her arms around me and said, 'You sure write well.' And I've had good penmanship until this day. She was the only one who ever said anything nice to me. That's the kind of motivation that students need.

I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.

When I was a student at Mizzou, I was a daycare teacher. I did it because was a latchkey kid.

No teacher ever skipped the student process... if you want to be a leader, you have to be a follower first.

The first rap that I wrote was about my Maths teacher, and as expected, he didn't like it, but the students loved it!

The primary task of a useful teacher is to teach his students to recognize 'inconvenient' facts - I mean facts that are inconvenient for their party opinions.

Any good teacher knows how important it is to connect with students and understand our culture.

I would suggest that teachers show their students concrete examples of the negative effects of the actions that gangsta rappers glorify.

Students rarely disappoint teachers who assure them in advance that they are doomed to failure.

A hallmark of the Latino community is to help one another, if students are interested in a way to give back and help their communities, becoming a teacher is probably one of the very best ways of doing that.

If you are giving a graduate course you don't try to impress the students with oratory, you try to challenge them, get them to question you.