Student Athlete Quotes

If you want to know the value of one year, just ask a student who failed a course. If you want to know the value of one month, ask a mother who gave birth to a premature baby. If you want to know the value of one hour, ask the lovers waiting to meet. If you want to know the value of one minute, ask the person who just missed the bus. If you want to know the value of one second, ask the person who just escaped death in a car accident. And if you want to know the value of one-hundredth of a second, ask the athlete who won a silver medal in the Olympics.

I was once asked if I had any ideas for a really scary reality TV show. I have one reality show that would really make your hair stand on end: "C-Students from Yale." George W. Bush has gathered around him upper-crust C-students who know no history or geography, plus not-so-closeted white supremacists, aka Christians, and plus, most frighteningly, psychopathic personalities, or PPs, the medical term for smart, personable people who have no consciences. To say somebody is a PP is to make a perfectly respectable diagnosis, like saying he or she has appendicitis or athlete's foot . . . PPs are presentable, they know full well the suffering their actions may cause others, but they do not care. They cannot care because they are nuts. They have a screw loose! . . . So many of these heartless PPs now hold big jobs in our federal government, as though they were leaders instead of sick. They have taken charge of communications and the schools, so we might as well be Poland under occupation. They might have felt that taking our country into an endless war was simply something decisive to do. What has allowed so many PPs to rise so high in corporations, and now in government, is that they are so decisive. They are going to do something every fuckin' day and they are not afraid. Unlike normal people, they are never filled with doubts, for the simple reasons that they don't give a fuck what happens next. Simply can't. Do this! Do that! Mobilize the reserves! Privatize the public schools! Attack Iraq! Cut health care! Tap everybody's telephone! Cut taxes on the rich! Build a trillion-dollar missile shield! Fuck habeas corpus and the Sierra Club and In These Times, and kiss my ass! There is a tragic flaw in our precious Constitution, and I don't know what can be done to fix it. This is it: Only nut cases want to be president.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am interested in your development.

If schools celebrated student scientists the same way they celebrate student athletes, more students would be encouraged to pursue the subject. Instead, science is considered nerdy because schools help students to paint it that way.

College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice.

One of the most painful parts of teaching mathematics is seeing students damaged by the cult of the genius. The genius cult tells students it’s not worth doing mathematics unless you’re the best at mathematics, because those special few are the only ones whose contributions matter. We don’t treat any other subject that way! I’ve never heard a student say, “I like Hamlet, but I don’t really belong in AP English—that kid who sits in the front row knows all the plays, and he started reading Shakespeare when he was nine!” Athletes don’t quit their sport just because one of their teammates outshines them. And yet I see promising young mathematicians quit every year, even though they love mathematics, because someone in their range of vision was “ahead” of them.

If you aren’t busy working on your own goals, you’ll be working to achieve somebody else’s goals.

Actually, highly successful people don’t think about time much at all. Instead, they think about values, priorities, and consistent habits.

Just as the athlete has his coach, the Hindu his yogi, and the student his mentor, there are many of us who find wisdom in dogs. Because of their teachings, we are better people.

Honey, I appreciate that so much, I really do, but it’s not just transferring that I’m worrying about. I’m worried about his mind-set. When he gets to UVA, he needs to be focused. He’s going there to be a student athlete. He can’t be driving down to North Carolina every weekend. It just isn’t practical. You’re both so young. Peter’s already making big life decisions based on you, and who even knows what’s going to happen with you two in the future. You’re teenagers. Life doesn’t always work out the way you think it’s going to work out. . . . I don’t know if Peter ever told you this, but Peter’s dad and I got married very young. And I’d—I’d just hate to see you two make the same mistakes we did.” She hesitates. “Lara Jean, I know my son, and he’s not going to let you go unless you let him go first.” I

But that's the same for everyone if we let society determine our value," Steve explained as he sat down on the piano bench. "We always lose when we evaluate ourselves according to some one else's ideas or standards. And there are as many standards as there are people. A jock measures you by your athletic ability; a student by your brains; a steady by your looks. It's a losing battle," he said, striking a sour piano chord for added emphasis. "We have to forget about what people say or think, and recognize that God's values are the only important ones.

No Student can stand the Gruel of Sports Training unless she has a Passion for Fame.

High school is complicated, and the lines of demarcation that The Breakfast Club said divided us aren’t quite so clean-cut. The athletes are also the smart kids; the theater kids are also the presidents of the student council. But there’s still those outliers. The people who are everywhere but fit nowhere.

He was the All-American Boy. Handsome, polite, top student, great athlete, buddy, boyfriend, son, soon-to-be frat brother. Schooner kept everyone happy. Schooner Moore had no fucking idea who he really was.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

All the talk of bullying and alienation provided an easy motive. Forty-eight hours after the massacre, USA Today pulled the threads together in a stunning cover story that fused the myths of jock-hunting, bully-revenge, and the TCM. “Students are beginning to describe how a long-simmering rivalry between the sullen members of their clique [the TCM] and the school’s athletes escalated and ultimately exploded in this week’s deadly violence,” it said. It described tension the previous spring, including daily fistfights. The details were accurate, the conclusions wrong. Most of the media followed. It was accepted as fact.

Highly successful people take immediate action on almost every item they encounter.

Things which matter most must never be at the mercy of things which matter least.” –Goethe

We’re disinclined to believe that someone who’s an attentive student or a congenial athlete could also be a serial rapist.

At least in the world we know, it takes trials to make something beautiful and useful out of the raw materials of life. The student’s struggle with truth develops his intelligence; the athlete’s struggle with his records and his opponents helps to develop his muscles and coordination; the musician’s struggle with more difficult pieces develops his playing skill; and the soul’s struggle with the trials of life helps to build character.

He's high," Kevin told Neil. "He tells me when he's sober, so I always know. How did you figure it out?" "They're twins, but they're not the same." Neil lifted one shoulder in a shrug. "One of them hates your obsession with Exy while the other couldn't care less." Kevin looked to Andrew, but Andrew only had eyes for Neil. Andrew took a second to process those words before he started laughing. "He's a comedian, too? An athlete and a comic and a student. How multitalented. What a grand addition to the Fox line. I can't wait to find out what else he can do. Perhaps we should throw a talent show and find out?

Students would be assessed on effort rather than skill. You didn't have to be a natural athlete to do well in gym.

Student-Athletes, Remember Play the Game, don't let the Game Play You.

Be extremely careful following the Masses. Much of the time the "M" is silent.

Like an athlete trains, so must the student of life.

The cool thing about Bench was that he didn’t seem to care that he wasn’t very good; he just enjoyed being a part of the team. The other players didn’t mind having him around because he was a nice guy (who also never threatened to replace them), and the coaches liked him because he was an A student and never complained. Bench was BMS’s poster boy for student athletes;

College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What

You read about tragedies in the paper, where a student athlete falls dead in the middle of a basketball game or a National Honor student is killed by a drunk driver or a school shooting claims the life of a preteen. In the news you see their faces, braces and cowlicks and freckles. You tell yourself this wouldn’t happen in your hometown. You tell yourself this isn’t anyone you know. Until it does, and it is.

And it turns out that the brain is malleable. What we practice, we strengthen. I practiced being an excellent student—it was an active practice, the way an aspiring athlete might shoot baskets. Like an athlete, I got better.

he’s a comedian, too? an athlete and a comic and a student. how multitalented. what a grand addition to the fox line. i can’t wait to find out what else can he do. perhaps we should throw a talent show and find out?” - andrew (about & to neil)

Many introver- ted kids grow up to have excellent so- cial skills, although they tend to join groups in their own way—waiting a while before they plunge in, or particip- ating only for short periods. That’s OK. Your child needs to acquire social skills and make friends, not turn into the most gregarious student in school. This doesn’t mean that popularity isn’t a lot of fun. You’ll probably wish it for him, just as you might wish that he have good looks, a quick wit, or athletic tal- ent. But make sure you’re not imposing your own longings, and remember that there are many paths to a satisfying life.

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am committed to your development.

They were not altogether to blame. They were the products of Prohibition, mass production, and an education dominated by the beliefs that one goes to college to become acquainted with people who will later be useful in business, and that the greatness of a university is in ratio to the number of its students and the number of its athletic victories.

Whenever a college athletic program got itself in trouble with the law - big trouble - the NCAA usually steered clear, sticking to how many minutes a week student-athletes are allowed to stretch, the distance they can travel in a car with an alumnus, and whether they are allowed to put cream cheese or jam on their free breakfast bagel. (They are not).

What distinguishes love-driven leaders from tyrants? "Great affection" coupled with the passion to see others "run at full speed towards perfection." Love-driven leadership is not urging others forward without concern for their aspirations, well-being, or personal needs. Nor is it being the nice-guy manager who overlooks underperformance that could damage a subordinate's long-term prospects. Instead, love-driven leaders hunger to see latent potential blossom and to help it happen. In more prosaic terms, when do children, students, athletes, or employees achieve their full potential? When they're parented, taught, coached, or managed by those who engender trust, provide support and encouragement, uncover potential, and set high standards.

Before you are a champion you are an amateur. Before you are a general you are a warrior. Before you are a politician you are a constituent. Before you are a president you are a citizen. Before you are a pastor you are a parishioner. Before you are a pope you are a priest. Before you are a teacher you are a student. Before you are a guru you are a disciple. Before you are an inventor you are a scientist. Before you are a judge you are a lawyer. Before you are a maestro you are an apprentice. Before you are a coach you are an athlete. Before you are a genius you are a talent. A humble amateur is better than a proud champion. A humble warrior is better than a proud general. A humble constituent is better than a proud politician. A humble citizen is better than a proud president. A humble parishioner is better than a proud pastor. A humble priest is better than a proud pope. A humble student is better than a proud teacher. A humble disciple is better than a proud guru. A humble scientist is better than a proud inventor. A humble lawyer is better than a proud judge. A humble apprentice is better than a proud expert. A humble athlete is better than a proud coach. A humble talent is better than a proud genius.

In a common lesson about electromagnetic forces, students are given an exercise in which a bar magnet is placed on a table surrounded by scattered iron filings. The invisible field surrounding the magnet will draw the filings into alignment with it, until the swirling starburst shape of the field becomes visible. The capital relation is a kind of social magnet, with capital at one end and labor at the other, that tends to align all other social hierarchies with the master hierarchy based on money. Hence the hierarchy of athletic ability is translated into a hierarchy of payment for performing professionally. And yet the magnetism of capital is not so strong that it can perfectly align all the systems. Fame, for example, may in general be translatable into money (as when Kim Kardashian releases a smartphone game that becomes wildly successful), but the conversion is not an exact or uniform one.

If you want to understand what a year of life means, ask a student who just flunked his end-of-the-year exams. Or a month of life: speak to a mother who has just given birth to a premature baby and is waiting for him to be taken out of the incubator before she can hold him safe and sound in her arms. Or a week: interview a man who works in a factory or a mine to feed his family. Or a day: ask two people madly in love who are waiting for their next rendezvous. Or an hour: talk to a claustrophobia sufferer stuck in a broken-down elevator. Or a second: look at the expression on the face of a man who has just escaped from a car wreck. Or one-thousandth of a second: ask the athlete who just won the silver medal at the Olympic Games, and not the gold he trained for all his life. Life is magic, Arthur, and I know what I'm saying because since my accident I appreciate the value of every instant. So I beg you, let's make the most of all the seconds that we have left.

At first I found it inexplicable that boys used such violent words in reference to sex. Why would you be proud of being a lousy lover? If they were truly talking about sex in those situations, they might bring up pleasure, connection, finesse: they wouldn't weaponize it. But the whole point of "locker room banter" is that it's not actually about sex, and that, I think, is why guys were more ashamed to discuss it as openly with me as topics that were equally explicit. Those exaggerated stories are in truth about power: about asserting masculinity through control of women's bodies. And that requires- demands- a denial of girls' humanity... Dismissing that as locker room talk denies the ways that language can desensitize and abrade boys' ability to see girls as people deserving of respect and dignity. And, in fact, by the time they are in college, athletes are three times more likely than other students to be accused of sexual misconduct or intimate partner violence.

I'd compare college tuition to paying for a personal trainer at an athletic club. We professors play the roles of trainers, giving people access to the equipment (books, labs, our expertise) and after that, it is our job to be demanding. We need to make sure that our students are exerting themselves. We need to praise them when they deserve it and to tell them honestly when they have it in them to work harder. Most importantly, we need to let them know how to judge for themselves how they're coming along. The great thing about working out at a gym is that if you put in effort, you get very obvious results. The same should be true of college. A professor's job is to teach students how to see their minds growing in the same way they can see their muscles grow when they look in a mirror.

The language of true crime is coded—it tells us our degree of mourning is contingent on the victim’s story. While students and athletes are often remembered for their accolades and looks, sex workers or women who struggled with addiction are reduced to those identities as a justification for the violence committed against them—if their stories are even covered at all. The truth is: It is a privilege to have your body looked for. True crime, while being a genre that so many women rely on for contorted validation, is, simultaneously, a perpetuator of misogyny, racism, and sexualized violence—all of which is centered around one, beloved, dead girl. It is a genre primarily produced by men. A genre that complicates how we bond over our love for it, often unsure of who identifies with the victim and who identifies with the perpetrator.

It gives the whole game away that college football is so popular in the SEC, where the legacy of Jim Crow and segregation is so powerful, and now they worship Black football players who make no money and are out there providing entertainment. The university people and the networks intentionally create this fake feel—they use the football field to miseducate people with a fictional portrayal of life off the field. The fiction is that because all these white student fans are cheering majority-Black teams, the dynamic is somehow postracial. It creates an illusion for both the fan and the player—the student and the student-athlete—so they don’t have to face how messed-up this country is. You’re not Black on the field. You’re a representative of your school. There’s no New Jim Crow when you’re on the field. There’s no Donald Trump. There’s no Trayvon Martin.

Next I tested my pupils for ingenuity. I handed out random materials and instructed them to improvise potentially lifesaving objects. ‘This ancient skill is known as MacGyvering,’ I told them. Sadly, none of my inaugural group of students was a child of Hephaestus, so no one did very well with this assignment. When I hinted to Perseus that he could hammer and polish his Celestial bronze to make a mirrored shield, he rolled his eyes and scoffed, ‘What would I ever use that for?’ Likewise, most failed miserably with musical composition. Only Jason came up with something memorable: a mesmerizing stomp-stomp CLAP rhythm that so stirred the blood we adopted it as our prebattle beat. (You can still hear that stomp-stomp CLAP rhythm pounded out at athletic competitions today, along with the chant ‘We will, we will … ROCK YOU!’) It was clear that the demigods had a lot to learn.

nally, try not to worry if all signs suggest that your introverted child is not the most popular kid at school. It’s critically important for his emotional and social development that he have one or two solid friendships, child development experts tell us, but being popular isn’t necessary. Many introverted kids grow up to have excellent social skills, although they tend to join groups in their own way—waiting a while before they plunge in, or participating only for short periods. That’s OK. Your child needs to acquire social skills and make friends, not turn into the most gregarious student in school. This doesn’t mean that popularity isn’t a lot of fun. You’ll probably wish it for him, just as you might wish that he have good looks, a quick wit, or athletic talent. But make sure you’re not imposing your own longings, and remember that there are many paths to a satisfying life.

something that cannot be memorized and graded: a great doctor must have a huge heart and a distended aorta through which pumps a vast lake of compassion and human kindness. At least, that’s what you’d think. In reality, medical schools don’t give the shiniest shit about any of that. They don’t even check you’re OK with the sight of blood. Instead, they fixate on extracurricular activities. Their ideal student is captain of two sports teams, the county swimming champion, leader of the youth orchestra and editor of the school newspaper. It’s basically a Miss Congeniality contest without the sash. Look at the Wikipedia entry for any famous doctor, and you’ll see: ‘He proved himself an accomplished rugby player in youth leagues. He excelled as a distance runner and in his final year at school was vice-captain of the athletics team.’ This particular description is of a certain Dr H. Shipman, so perhaps it’s not a rock-solid system.

Understanding the narcissism epidemic is important because its long-term consequences are destructive to society. American culture’s focus on self-admiration has caused a flight from reality to the land of grandiose fantasy. We have phony rich people (with interest-only mortgages and piles of debt), phony beauty (with plastic surgery and cosmetic procedures), phony athletes (with performance-enhancing drugs), phony celebrities (via reality TV and YouTube), phony genius students (with grade inflation), a phony national economy (with $11 trillion of government debt), phony feelings of being special among children (with parenting and education focused on self-esteem), and phony friends (with the social networking explosion). All this fantasy might feel good, but unfortunately, reality always wins. The mortgage meltdown and the resulting financial crisis are just one demonstration of how inflated desires eventually crash to earth.

Any class, no matter how able, will always have a bottom quarter. What are the effects of the psychology of feeling average, even in a very able group? Are there identifiable types with the psychological or what-not tolerance to be 'happy' or to make the most of education while in the bottom quarter?" He knew exactly how demoralizing the Big Pond was to everyone but the best. To Glimp's mind, his job was to find students who were tough enough and had enough achievements outside the classroom to be able to survive the stress of being Very Small Fish in Harvard's Very Large Pond. Thus did Harvard begin the practice (which continues to this day) of letting in substantial numbers of gifted athletes who have academic qualifications well below the rest of their classmates. If someone is going to be cannot fodder in the classroom, the theory goes, it's probably best if that person has an alternative avenue of fulfillment on the football field.

OK, if you are like most people, your list of the most valuable things includes your spouse, children, friends, health, money, and of course, time. Highly successful people have a similar list—but they rank time as the most important item of all. Shouldn’t health be number one? You can be healthy, and then get sick, and then regain your health. How about money? You can lose all your money, and then you can make it all back. Friends? Friends are important, and yet, how many friends did you have back in college that you no longer keep in touch with? Or even people who were guests at your wedding, and that was the last day you ever saw them? Yes, friends are prized, yet we lose them and make new ones all the time. Yes, your spouse means the world to you. And 50 percent of married people get a divorce, and many divorced people get a new husband or wife that is suddenly the love of their life. But time… You can never lose time and get it back again. You can’t spend time and go earn more of it. You can’t buy it, rent it, or borrow it. Time

You can challenge a leader without challenging his authority, challenge a priest without challenging his integrity, challenge a warrior without challenging his intensity, challenge a scholar without challenging his education, challenge a guru without challenging his counsel, challenge a professor without challenging his lectures, challenge a student without challenging his potentiality, challenge a prophet without challenging his reputation, challenge a teacher without challenging his lessons, challenge a scientist without challenging his discoveries, challenge an inventor without challenging his ingenuity, challenge a preacher without challenging his sermons, challenge a laywer without challenging his strategy, challenge an athlete without challenging his capacity, challenge an artist without challenging his mastery, challenge a general without challenging his command, challenge a ruler without challenging his influence, challenge a president without challenging his government, and challenge a king without challenging his supremacy.

but the adventurous student will always study classics, in whatever language they may be written and however ancient they may be. For what are the classics but the noblest recorded thoughts of man? They are the only oracles which are not decayed, and there are such answers to the most modern inquiry in them as Delphi and Dodona never gave. We might as well omit to study Nature because she is old. To read well, that is, to read true books in a true spirit, is a noble exercise, and one that will task the reader more than any exercise which the customs of the day esteem. It requires a training such as the athletes underwent, the steady intention almost of the whole life to this object. Books must be read as deliberately and reservedly as they were written. It is not enough even to be able to speak the language of that nation by which they are written, for there is a memorable interval between the spoken and the written language, the language heard and the language read. The one is commonly transitory, a sound, a tongue, a dialect merely, almost brutish, and we learn it unconsciously, like the brutes, of our mothers. The other is the maturity and experience of that; if that is our mother tongue, this is our father tongue, a reserved and select expression, too significant to be heard by the ear, which we must be born again in order to speak. The crowds of men who merely spoke the Greek and Latin tongues in the Middle Ages were not entitled by the accident of birth to read the works of genius written in those languages; for these were not written in that Greek or Latin which they knew, but in the select language of literature. They had not learned the nobler dialects of Greece and Rome, but the very materials on which they were written were waste paper to them, and they prized instead a cheap contemporary literature. But when the several nations of Europe had acquired distinct though rude written languages of their own, sufficient for the purposes of their rising literatures, then first learning revived, and scholars were enabled to discern from that remoteness the treasures of antiquity. What the Roman and Grecian multitude could not hear, after the lapse of ages a few scholars read, and a few scholars only are still reading it.

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

A sailor is distinguished by the number of storms he has overcome. A warrior is distinguished by the number of opponents he has conquered. A doctor is distinguished by the number of patients he has healed. A preacher is distinguished by the number of sermons he has delivered. A ruler is distinguished by the number of lives he has improved. A celebrity is distinguished by the number of hearts he has impressed. A policeman is distinguished by the number of criminals he has arrested. A teacher is distinguished by the number of students he has graduated. An athlete is distinguished by the number of competitions he has won. An author is distinguished by the number of books he has penned. An artist is distinguished by the number of portraits he has painted. An architect is distinguished by the number of buildings he has designed. A sculptor is distinguished by the number of statues he has fashioned. A musician is distinguished by the number of songs he has composed. A lawyer is distinguished by the number of cases he was won. A scientist is distinguished by the number of discoveries he has made. A priest is distinguished by the number of souls he has saved. A guru is distinguished by the number of schools he has established.

The greatest trust is confidence. The greatest charity is compassion. The greatest courage is action. The greatest patience is composure. The greatest sincerity is impartiality. The greatest kindness is affection. The greatest hope is expectation. The greatest peace is contentment. The greatest happiness is joy. The greatest faith is certainty. The greatest love is adoration. The greatest virtue is integrity. The greatest teacher is reason. The greatest student is intelligence. The greatest philosopher is understanding. The greatest scientist is reason. The greatest historian is yesturday. The greatest prophet is eternity. The greatest preacher is reality. The greatest warrior is duty. The greatest athlete is courage. The greatest wrestler is strategy. The greatest musician is passion. The greatest painter is inspiration. The greatest sculptor is history. The greatest writer is destiny. The greatest light is truth. The greatest knowledge is awareness. The greatest understanding is discernment. The greatest wisdom is caution. The greatest theory is facts. The greatest philosophy is logic. The greatest gospel is conviction. The greatest religion is compassion. The greatest prophecy is revelation. The greatest world is nature. The greatest sky is perception. The greatest galaxy is conscience. The greatest universe is imagination. The greatest God is existence.

Probably my favorite method of funding school, other than saving for it, is scholarships. There is a dispute as to how many scholarships go unclaimed every year. Certainly there are people on the Web who will hype you on this subject. However, legitimately there are hundreds of millions of dollars in scholarships given out every year. These scholarships are not academic or athletic scholarships either. They are of small- to medium-sized dollar amounts from organizations like community clubs. The Rotary Club, the Lions Club, or the Jaycees many times have $250 or $500 per year they award to some good young citizen. Some of these scholarships are based on race or sex or religion. For instance, they might be designed to help someone with Native American heritage get an education. The lists of these scholarships can be bought online, and there are even a few software programs you can purchase. Denise, a listener to my show, took my advice, bought one of the software programs, and worked the system. That particular software covered more than 300,000 available scholarships. She narrowed the database search until she had 1,000 scholarships to apply for. She spent the whole summer filling out applications and writing essays. She literally applied for 1,000 scholarships. Denise was turned down by 970, but she got 30, and those 30 scholarships paid her $38,000. She went to school for free while her next-door neighbor sat and whined that no money was available for school and eventually got a student loan.

If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.

Parents always have the best of intentions when they wish not to impose too much on their children, but in the absence of a normative standard, something else always fills the vacuum. Today, for instance, we flatter ourselves that we are morally neutral, that we can’t comment on a girl’s behavior for fear of crushing her “sexuality,” and yet we are constantly negatively judging a girl’s body rather than praising her internal qualities. The reality is that we haven’t moved away from judgment at all; it’s just that we judge girls now for their superficial “deficiencies.” Think of the alarming increase in the number of parents who buy their thirteen-to-eighteen-year-old daughters breast implants despite the high risk of surgical complications, or consider eleven-year-old Lilly Grasso, an athletic girl of normal weight who came home from school toting a so-called “fat letter” warning her mother that her BMI put her at risk. (Twenty-one out of fifty states now mandate BMI testing in schools, with dubious results.) Then there is the large number of boys who report that they are “revolted” by girls whose privates do not resemble those of the porn stars they view online, and in 2013, a student body president at the University of Texas–Austin even felt free to share his views about how to judge a woman’s private parts, and whether they will prove to be “gross,” based on her general appearance. Is encountering such negative judgments directed against a young woman’s body and most private areas empowering? Is such an attitude enlightened for either party? Or is it more empowering to praise a young woman for her internal qualities of character? I personally feel that it is the latter.

The key to discipline is striving for perfection but understanding perfect isn't attainable. To strive for it means you’re willing to learn and overcome challenges; therefore creating solutions. It's a day-by-day process and if you walk in the light and focus on each step, you can see the imprint your footstep makes.

It turns out, the body’s ability to recover can be hindered by a multitude of factors—insufficient sleep, not enough rest between hard efforts, poor nutrition, a bothersome cold virus, or, commonly, psychological stress. To the body, Halson says, stress is stress, whether it comes from a hard workout, a competition, a romantic breakup or, if you’re a student-athlete, the anxiety of final exams.

When your muscles are hungry for fuel, they don’t care where the energy comes from, says Brent Ruby, the University of Montana scientist who supervised the cyclists study, done by his then-graduate student Michael Cramer. The fast food in this experiment may not represent the healthiest everyday food choices, but neither are those engineered recovery foods, which are highly processed and laden with additives, he says. Regardless, any of these foods work. “The muscle could care less. If you’re dumping in carbohydrates, the muscle is going to be satisfied.

One reason the findings of Bernstein, Root-Bernstein, and Garnier are striking is that they challenge the belief that intellectual activity and athletic ability are mutually exclusive. Terms like “vita contemplativa” or “life of the mind” don’t exactly conjure up images of physical prowess, and they tap into a medieval belief that cultivation of the mind and spirit requires a denial of the body. Economists’ classifications of “white-collar” versus “blue-collar” jobs, “knowledge work” versus manual labor, and knowledge-based economies versus ones that produce mere stuff, all tell us that work divides into neat, separate categories. In the United States, the notion that integrals and intervals don’t mix is reinforced by American stereotypes about collegiate athletics and the unfortunate willingness of some sports-mad universities to tolerate underprepared student athletes while discouraging bright ones from pursuing academically demanding majors.

It was a funny, impossible little trap of nature, motherhood. It muddled your brain with floods of hormones and sleep deprivation, kept you constantly busy tending to a million needs, had you forever thinking about the care of others. You could disappear into motherhood, forget completely that once upon a time you were an athlete, a graduate student, that you had ambitions to go into politics, change the world. That once upon a time you wanted to write. And even though motherhood wiped all that away like a cosmic eraser over the chalkboard of your life, it gave you something else—this crazy, blissful, adoring love that splits you open and redefines you from the inside out.

You can never lose time and get it back again.

Collegiate life presents a student with innumerable opportunities to engender personal growth by responding to a dynamic social, athletic, and academic environment. Students instigate personal development by making calculated and rash personal decisions pertaining to what activities to pursue and by measuring their string of reactions to new experiences.

The students at Sudbury Valley are “doin’ what comes natur’ly.” But they are not necessarily choosing what comes easily. A close look discovers that everyone is challenging themselves; that every kid is acutely aware of their own weaknesses and strengths, and extremely likely to be working hardest on their weaknesses. If their weaknesses are social, they are very unlikely to be stuck away in a quiet room with a book. And if athletics are hard, they are likely to be outdoors playing basketball. Along with the ebullient good spirits, there is an underlying seriousness—even the 6 year olds know that they, and only they, are responsible for their education. They have been given the gift of tremendous trust, and they understand that this gift is as big a responsibility as it is a delight. They are acutely aware that very young people are not given this much freedom or this much responsibility almost anywhere in the world. But growing up shouldering this responsibility makes for a very early confidence in your own abilities—you get, as one graduate says, a “track record.” Self-motivation is never even a question. That’s all there is.

I find that the three major administrative problems on a campus are sex for the students, athletics for the alumni, and parking for the faculty. —CLARK KERR, PRESIDENT OF UC BERKELEY, 1958–1967

I funded a study of thousands of working professionals and we found no correlation between time management training and higher levels of productivity or reduced stress. Zero! I then interviewed hundreds of highly successful people including Mark Cuban and other billionaires, famous entrepreneurs, gold medal Olympians like Shannon Miller, and straight-A students. What I discovered is that highly successful people don’t prioritize tasks on a to-do list, or follow some complex five-step system, or refer to logic tree diagrams to make decisions. Actually, highly successful people don’t think about time much at all. Instead, they think about values, priorities, and consistent habits.

Jason Gesser is one of the leading players who has always benefitted the team. In addition to this, Jason delves into the efforts in his role with the Cougar Athletic Fund to reconnect with the past student-athletes to the WSU and shares about his thoughts on earning his executive MBA degree from the WSU Carson College of Business.

If you are like most people, then like most people, you don’t know you’re like most people. The average person doesn’t see herself as average. . . . Most students see themselves as more intelligent than the average student, most business managers see themselves as more competent than the average business manager, and most football players see themselves as having better “football sense” than their teammates. Ninety percent of motorists consider themselves to be safer-than-average drivers, and 94 percent of college professors consider themselves to be better-than-average teachers. Ironically, the bias toward seeing ourselves as better than average causes us to see ourselves as less biased than average too. As one research team concluded, “Most of us appear to believe that we are more athletic, intelligent, organized, ethical, logical, interesting, fair-minded, and healthy—not to mention more attractive—than the average person.”61 So when we tell ourselves stories, we hear a voice we trust—our own. And our voice is smart and honest. Or at least smarter and more honest than most people we know. And this way of looking at ourselves is powerful and compelling. When we have thoughts and feelings, we assume they’re right. We feel like we’re telling ourselves the truth.

I’m reminded reading Dear Science, that in the world of teaching I’ve inhabited and made most of my living from for three decades, the kinds of students I prefer to teach above all have been artists, athletes, and engineers. The first two—artists and athletes—understand that practice makes different. They understand that repetition is differentiation. They understand, they understand, they understand. And the third group—engineers—aren’t perplexed but rather energized by thinking the interrelations of system and structure in multiple convolutions and extensions, whatever the scale may be.

Many underachieving students truly want to bridge the gap between their current achievement and their desired achievement. But desire alone is not enough to do so, their effort at times even may not be enough and hence they tend to shut down too soon, or never at all, trudging along. Like an athlete, many run like their lives depends on it but without an exact idea of what success is and how much it entails to get there. They, unconsciously or even consciously have lost their spice and winning now FEELS harder- a proof that our past choices can either make or mar our future.

With her strong GPA and merely quite good scores, busy athletic schedule, and character-building volunteer efforts, Portia Nathan’s application would have left this room with a fatal designation of Academic 3/Non-Academic 4, meaning that in the real world her scholastic skills were solid, but in Princeton’s supercharged applicant pool they were unremarkable, and that although she had been busy within her school community, she had not been a leader within that community (NonAc 3) or distinguished herself at the state level (NonAc 2), let alone accomplished something on a national or international scale (NonAc 1). NonAc 1’s, of course, were rather thin on the ground, even in Princeton’s applicant pool. They were Olympic athletes, authors of legitimately published books, Siemens prizewinners, working film or Broadway actors, International Tchaikovsky Competition violinists, and, yes, national judo champions, and they tended to be easy admits, provided they were strong students, which they usually were.

Kopiaō (labor) means to work to the point of exhaustion. People sometimes tell me that I work too hard. But compared to Paul, I am not working hard enough. It saddens me to hear of pastors or seminary students who are looking for an easy pastorate. When I was a young pastor, a lady (who did not know I was a pastor) advised me to go into the ministry. When I asked her why, she replied that ministers did not have to do anything and could make lots of money. No one would get that idea by observing Paul. Concerning those who denigrated his ministry, he wrote: Are they servants of Christ? (I speak as if insane) I more so; in far more labors, in far more imprisonments, beaten times without number, often in danger of death. Five times I received from the Jews thirty-nine lashes. Three times I was beaten with rods, once I was stoned, three times I was shipwrecked, a night and a day I have spent in the deep. I have been on frequent journeys, in dangers from rivers, dangers from robbers, dangers from my countrymen, dangers from the Gentiles, dangers in the city, dangers in the wilderness, dangers on the sea, dangers among false brethren; I have been in labor and hardship, through many sleepless nights, in hunger and thirst, often without food, in cold and exposure. Apart from such external things, there is the daily pressure upon me of concern for all the churches. (2 Cor. 11:23-28) No one can successfully serve Jesus Christ without working hard. Lazy pastors, Christian leaders, or laymen will never fulfill the ministry the Lord has called them to. Striving is from agōnizomai, which refers to competing in an athletic event. Our English word agonize is derived from it. Success in serving the Lord, like success in sports, demands maximum effort. Lest anyone misunderstand him, Paul says that he strives according to His power, which mightily works within me. All his toil and hard labor would have been useless apart from God’s power in his life.

But my contribution to these troubled times will be inciting white women of a certain age to sexually profile Black student athletes who’d really just like to make it to the NBA in peace.

an all-nighter or increasing heart rates to accomplish a strenuous physical challenge—they also strain the immune system. That’s why students get sick after finals week or athletes get so sore after big games. If those cortisol levels remain high over a prolonged period, as has been found in African Americans, the strain makes people more susceptible to sickness. These discoveries called into question the thinking that bad diets and a lack of exercise caused African Americans to have higher rates of hypertension, diabetes, and heart disease. It turned out that the stress of everything, from everyday slights to fears of a deadly interaction with the police, was altering human physiology.

I've missed the opening rituals of a morning pep rally. Darn this school and its constant onslaught of organized student gatherings! I mean, I wouldn't immediately land on "peppy" as an adjective for myself, so how am I supposed to conjure it for a group of people who are only being celebrated because they happen to show a slight advantage in athleticism? So you can take an air-filled shape and put it through another shape--so what? Didn't we get applause for that sort of thing as toddlers? Is this really something we have to cheer for?

1) Only check email once, twice a day maximum. You need slow time to think, reflect and come up with new ideas. The switching costs of going back and forth between email and other tasks can affect focus in very negative ways. Focus on one thing at a time. Studies show that multi-tasking is actually counter productive. 2) Only do what only YOU can do. Everything else? Delegate! It's the only way you'll truly be able to grow your business. 3) Automate and come up with systems as much as you can. Always think: Is there a way to automate what I'm doing right now? 4) Have a Digital Detox, tech free day. It will help you be more productive in every possible way. You need time to recharge.

Exercising, for five minutes or 50 minutes, will jumpstart your day. Next, read or listen to something in your area of expertise. Then create space in your mind through meditation, gratitude, prayer, or whatever will help you focus and give purpose to your day.

A three-word question used to send chills of dread down my spine. “Got a minute?

How to Leave the Office at 5:00—Without Guilt

His name is C. J. Skender, and he is a living legend. Skender teaches accounting, but to call him an accounting professor doesn’t do him justice. He’s a unique character, known for his trademark bow ties and his ability to recite the words to thousands of songs and movies on command. He may well be the only fifty-eight-year-old man with fair skin and white hair who displays a poster of the rapper 50 Cent in his office. And while he’s a genuine numbers whiz, his impact in the classroom is impossible to quantify. Skender is one of a few professors for whom Duke University and the University of North Carolina look past their rivalry to cooperate: he is in such high demand that he has permission to teach simultaneously at both schools. He has earned more than two dozen major teaching awards, including fourteen at UNC, six at Duke, and five at North Carolina State. Across his career, he has now taught close to six hundred classes and evaluated more than thirty-five thousand students. Because of the time that he invests in his students, he has developed what may be his single most impressive skill: a remarkable eye for talent. In 2004, Reggie Love enrolled in C. J. Skender’s accounting class at Duke. It was a summer course that Love needed to graduate, and while many professors would have written him off as a jock, Skender recognized Love’s potential beyond athletics. “For some reason, Duke football players have never flocked to my class,” Skender explains, “but I knew Reggie had what it took to succeed.” Skender went out of his way to engage Love in class, and his intuition was right that it would pay dividends. “I knew nothing about accounting before I took C. J.’s class,” Love says, “and the fundamental base of knowledge from that course helped guide me down the road to the White House.” In Obama’s mailroom, Love used the knowledge of inventory that he learned in Skender’s class to develop a more efficient process for organizing and digitizing a huge backlog of mail. “It was the number-one thing I implemented,” Love says, and it impressed Obama’s chief of staff, putting Love on the radar. In 2011, Love left the White House to study at Wharton. He sent a note to Skender: “I’m on the train to Philly to start the executive MBA program and one of the first classes is financial accounting—and I just wanted to say thanks for sticking with me when I was in your class.

Work from your calendar, not a to-do list.

I work more on time alignment. Is this part of my mission? Does this serve others or strengthen my ability to serve others? Those two questions keep me tight to my map. That's how I best manage my time and priorities. –Chris Brogan is a bestselling author and CEO of Owner Media Group.

Procrastination is the habit of putting off important, less pleasurable tasks by doing easier, more pleasurable tasks. Things like email, Twitter, Facebook, food, and TV are excellent ways to procrastinate.

Your brain uses email—and all social media—like a cognitive slot machine.

the simple act of scheduling tasks on your calendar—instead of writing them on a to-do list—will free your mind, reduce stress, and increase cognitive performance.

only 1440 minutes

read a cutting-edge book on mental training every three weeks.

One of the saddest mistakes in time management is the propensity of people to spend the two most productive hours of their day on things that don't require high cognitive capacity (like social media). If we could salvage those precious hours, most of us would be much more successful in accomplishing what we truly want.

It’s hard to imagine how Dad managed to do it all—to be a top student, a star athlete, a man with a huge group of friends, and a devoted husband and father. As Mother put it with characteristic bluntness, “He worked hard.” That’s true. George Bush did not waste time. He filled every minute of every day with activity.

scholarship student athletes. This includes preparing

Through Elrod’s research and own experiences, he developed a system he calls Life S.A.V.E.R.S. S is for Silence (quiet, gratitude, meditation, or prayer) A is for Affirmations (purpose, goals, priorities) V is for Visualization (of goals or ideal life) E is for Exercise R is for Reading (a self-improvement book) S is for Scribing (journaling)

The Zeigarnik effect is a psychological term based on studied that show unfinished goals cause intrusive, uncontrolled thoughts.

We always underestimate how hard it is to be our best self in the present moment.

The difference between successful people and very successful people is that very successful people say 'no' to almost everything.”—Warren Buffett

Yes, you receive too much email, but you need to take responsibility for handling it.

Assessment is the process of making judgments about students’ progress and attainment. As I argue in Out of Our Minds, an assessment has two components: a description and an assessment. If you say that someone can run a mile in four minutes or can speak French, these are neutral descriptions of what someone can do. If you say that she is the best athlete in the district or speaks French like a native, these are assessments. The difference is that assessments compare individual performances with others and rate them against particular criteria.

walking meetings, a practice that has been adopted by Mark Zuckerberg and Jack Dorsey as well. Marissa

Cap the number of mandatory hours students must spend on a sports team or school activity each week. Research suggests that the benefits of athletics and activities diminish beyond about ten hours per week, total, for all commitments combined.

Most schools don’t do this job well at all. Instead, most children feel failure when they go to class. They could also hire athletics to do the job. For a few, sports do the job well. But for the less gifted, athletics makes students feel failure, too. So they hire electronic games to feel successful. And yet for many, even such games yield failure. So they hire friends who have feelings of failure, too—and engage in drugs and other things to feel successful.