Inspirational quotes with grades.
Look, girls know when they’re cute,” he said. “You don’t have to tell them. All they need to do is look in the mirror. I have one friend out in New York, an attorney. She moved out there after the school year to take the bar. She doesn’t have a job. I was like, ‘How are you going to get a job there in this market?’ And she’s like, ‘I’ll wink and I’ll smile.’ She’s a pretty girl. Whether that works despite her poor grades is yet to be seen.
Grades are still important, but they are not the most important things. As clichéd as it is, the things you learn outside class is more important than the textbooks you blindly memorize in time for exams.
Our life is like a land journey, too even and easy and dull over long distances across the plains, too hard and painful up the steep grades; but, on the summits of the mountain, you have a magnificent view--and feel exalted--and your eyes are full of happy tears--and you want to sing--and wish you had wings! And then--you can't stay there, but must continue your journey--you begin climbing down the other side, so busy with your footholds that your summit experience is forgotten.
I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world.
I don't know where this pressure came from. I can't blame my parents because it has always felt internal. Like any other parent, my mother celebrated the A grades and the less-than-A grades she felt there was no need to tell anybody about. But not acknowledging the effort that ended in a less than perfect result impacted me as a child. If I didn't win, then we wouldn't tell anyone that I had even competed to save us the embarrassment of acknowledging that someone else was better. Keeping the secret made me think that losing was something to be ashamed of, and that unless I was sure I was going to be the champion there was no point in trying. And there was certainly no point to just having fun.
It's not about grades, or saaviness, or sex appeal. It's all about grit. The strength of your character is the strength of your character determines your success more than anything else.
You know, sometimes kids get bad grades in school because the class moves too slow for them. Einstein got D's in school. Well guess what, I get F's!!!
I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.
We know – it has been measured in many experiments – that children with strong impulse control grow to be better adjusted, more dependable, achieve higher grades in school and college and have more success in their careers than others. Success depends on the ability to delay gratification, which is precisely what a consumerist culture undermines. At every stage, the emphasis is on the instant gratification of instinct. In the words of the pop group Queen, “I want it all and I want it now.” A whole culture is being infantilised.
I don't care what kind of grades they give you at Delcroix. I wanted you to go there so you'd have a chance to learn how to use your gifts, and be confident enough to fight for what you believe in.
This question of grades being coercive, and of politics being inherent in teaching, applies not only to writing, but to all fields. Mathematics, science, economics, history, religion, are all just as deeply and necessarily political. To believe they’re not—to believe, for example, that science (or mathematics, economics, history, religion, and so forth: choose your poison) describes the world as it is, rather than acting as a filter that removes all information that does not fit the model and colors the information that remains—is in itself to take a position, one that is all the more powerful and dangerous because it is invisible to the one who holds it.
Grades and Marks do not reflect the intelligence of individuals. Intelligence differs person to person and cannot be measure at the same scale.
In addition to labeling kids who learn differently as problematic, sometimes defective, most schools classify, track, and categorize students from very early ages. As an abundance of research studies confirm, these classifications tend to become self-perpetuating and self-confirming. My interviewees illuminate the ways in which grades, tests, and opportunities to learn are often arbitrary or related to class, race, and gender. In the supposed meritocracy of schooling, these markers and estimations have profound impact, not just structuring how we fit into the learning hierarchy of an individual classroom, but who we are who whom we believe we will become.
Arleen thanked Pana. Getting off the phone, she thanked Jesus. She smiled. When she smiled she looked like a different person. The press had loosened its grip. From landlords, she had heard eighty-nine nos but one yes. Jori accepted his mother’s high five. He and his brother would have to switch schools. Jori didn’t care. He switched schools all the time. Between seventh and eighth grades, he had attended five different schools—when he went at all. At the domestic-violence shelter alone, Jori had racked up seventeen consecutive absences. Arleen saw school as a higher-order need, something to worry about after she found a house.
Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.
The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude. The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.
This larger goal wouldn’t be the imitation of education in Universities today, glossed over and concealed by grades and degrees that give the appearance of something happening when, in fact, almost nothing is going on. It would be the real thing.
Take one child, limitless dreams, unlimited potential, pure innocence and a sponge-like brain. Force them by law to spend at least ten years of their precious youth being force-fed the most useless information. Constantly reminding them that they’re only as good as their grades in a system that teaches useless mind-numbing subjects and claims to confirm our intellect with repetition and random memory tests. I didn’t give a flying fuck about the square route of the number nine or the speed of sound; I just so desperately wanted to know the basics. Happiness, love, the things that we need in our lives; the things that help us to find confidence in ourselves, our ability and our dreams.
There were also the Masters of Arcane Knowledge. Everyone begrudged their presence among the gifteds. These were the kids that could break down an engine and build it back again - no diagrams or instructions needed. They understood things in a real, not theoretical, way. They seemed not to care about their grades.
Take a child & teach him physics his first 7 grades of education, I submit he'd excel to a savant-like level. Imagine adult focus for 7 yrs.
I just wouldn’t want to hook up with a guy unless I really, really like him, and in myexperience all boys can be classified as either assholes or bores, unless they’re both.Maybe it’s a blessing, because the last thing I need is relationship drama to sidetrack me from my grades.
Grades are still important, buy they are not the most important things. As clichéd as it is, the things you learn outside class is more important than the textbooks you blindly memorize in time for exams.
I picked up one of the books and flipped through it. Don't get me wrong, I like reading. But some books should come with warning labels: Caution: contains characters and plots guaranteed to induce sleepiness. Do not attempt to operate heavy machinery after ingesting more than one chapter. Has been known to cause blindness, seizures and a terminal loathing of literature. Should only be taken under the supervision of a highly trained English teacher. Preferably one who grades on the curve.
Think of a globe, a revolving globe on a stand. Think of a contour globe, whose mountain ranges cast shadows, whose continents rise in bas-relief above the oceans. But then: think of how it really is. These heights are just suggested; they’re there….when I think of walking across a continent I think of all the neighborhood hills, the tiny grades up which children drag their sleds. It is all so sculptured, three-dimensional, casting a shadow. What if you had an enormous globe that was so huge it showed roads and houses- a geological survey globe, a quarter of a mile to an inch- of the whole world, and the ocean floor! Looking at it, you would know what had to be left out: the free-standing sculptural arrangement of furniture in rooms, the jumble of broken rocks in the creek bed, tools in a box, labyrinthine ocean liners, the shape of snapdragons, walrus. Where is the one thing you care about in earth, the molding of one face? The relief globe couldn’t begin to show trees, between whose overlapping boughs birds raise broods, or the furrows in bark, where whole creatures, creatures easily visible, live our their lives and call it world enough. What do I make of all this texture? What does it mean about the kind of world in which I have been set down? The texture of the world, its filigree and scrollwork, means that there is a possibility for beauty here, a beauty inexhaustible in its complexity, which opens to my knock, which answers in me a call I do not remember calling, and which trains me to the wild and extravagant nature of the spirit I seek.
Logically, you should go to school, get good grades, go to college, get a good degree, go into the workplace, then work hard and be happy. The only problem is that happiness isn't logical.
Feel free to write to us if you have any questions. But before you do so, please take a look on our page with Frequently Asked Questions (FAQ) and even our sitemap to get a full overview of the content on our site.