Sentences with phrase «teacher questions in»

Function, Type, and Distribution of Teacher Questions in Dual - Language Preschool Read Alouds.

Not exact matches

It's a question parents, teachers and students have been urgently asking since the latest school shooting tragedy in Parkland Florida that left 17 dead.

, an educational gaming platform used by 50 million monthly users in grades K - 12, includes in its new report responses from 580 US teachers, primarily from public schools, who answered questions about technology in their classrooms.

«You kind of feel you're bothering people,» he said, referring to his requests to sit in the back of classrooms and ask the teachers questions afterward.

For instance, Confucius Institute teachers report training from the Hanban in how to handle questions about Taiwan and Tibet; they are supposed to change the subject or, failing that, represent both as undisputed territories of China.

He «was one of the first great teachers to proclaim the basic principle of individualism» the inviolate sanctity of man's soul, and the salvation of one's soul as one's first concern and highest goal,» but «when it came to the next question, a code of ethics to observe for the salvation of one's soul... Jesus (or perhaps His interpreters) gave men a code of altruism, that is, a code which told them that in order to save one's soul, one must love or help or live for others.

CNN: Teacher loses church - state employment appeal A former teacher at a Michigan religious school lost her workplace discrimination claim at the Supreme Court Wednesday, as the justices deftly avoided the larger questions raised in the church - state dTeacher loses church - state employment appeal A former teacher at a Michigan religious school lost her workplace discrimination claim at the Supreme Court Wednesday, as the justices deftly avoided the larger questions raised in the church - state dteacher at a Michigan religious school lost her workplace discrimination claim at the Supreme Court Wednesday, as the justices deftly avoided the larger questions raised in the church - state dispute.

I'm interested in what a teacher would call the «reflection questions:»

35 One of them, a lawyer, asked Him a question, testing Him, 36 «Teacher, which is the great commandment in the Law?»

His parents, fearful that he is lost, eventually find him in the temple, «sitting among the teachers, listening to them and asking them questions.»

It is a strange picture that we are given of Jesus during these first days in the temple: arguing freely with Sadducees, scribes, and Pharisees; parrying more or less subtle attempts to lure him into statements that could be used against him; answering sincere questions and approving good answers to his own questions; pronouncing fiery invectives against influential teachers who opposed him; lamenting the failure of Jerusalem to respond to his challenge; and then calmly pointing out to his disciples the tiny but sacrificial offering of a poor widow.

My teacher, Charles Hartshorne, dealt with that question in a rational way that spoke directly to the questions I was asking.

In order to assist the pastor, teacher, or student to become more conscious of the social nature and responsibility of preaching, I have formulated five sets of questions.

The teacher's question has placed him in a situation for which he is not yet prepared.

46 After three days they found him in the temple, sitting among the teachers, listening to them and asking them questions.

The latter will in all probability come from the humbler walks of life; for the wise and the learned will presumably wish first to propose captious questions to the Teacher, invite him to colloquia, or subject him to an examination, upon which they will assure him a permanent position and a secure livelihood.

who, in front of his classmates, is questioned by his teacher as to whether his father comes home drunk.

Those whom we call professional exegetes are then servants of the church who are to help people read Scripture in the light of their own questions not in the light of problems scholars (or their German teachers!)

Because of my own centering in soteriological questions, and my having allowed the broader theological tradition to define soteriology for me in purely anthropological terms, I had ignored aspects of what my own teachers had said.

Because I spend a good part of my day as a theology teacher in a Catholic high school answering one question, endlessly, day after day, year after year: Why go to Mass?

I don't have a problem with him asking questions, but setting a timeline as if he is in charge of his faith (as if it's not a gift from God) shows that he really shouldn't be a pastor or teacher of the faith.

One of these is the desire to safeguard the student by demanding of the teacher an illusory objectivity, as if the teacher had no commitment to a certain field of knowledge, to a method of approaching this field, and to a set of attitudes and value assumptions which are embodied in the questions which he raises.

The man kneels before the teacher, a genuine act of reverence, showing that he is in earnest and not trying to trap Jesus with his question.

When the history of the Church in our times is written, the question will be asked why, after the summer of 1968 when Humanae Vitae was published, restating the truths on the need for sex to be open to life and within marriage, men like Fr John Edwards were not asked to travel the length and breadth of our land, to publish in our Catholic papers, to speak to our diocesan catechists and teachers.

Questions of Faith won't likely be attractive to what Berger calls «Golden Rule» Christians who embrace the images of «gentle Jesus,» the exemplar and teacher contained in so much Protestant Christian literature.

I thank Brent Slife for his support of my critique of the compartmentalization that prevails in the social sciences and humanities at BYU (as elsewhere, of course), and even more for his valuable work as a teacher and scholar in questioning this compartmentalization.

1 have thought of still others in writing this: Sunday school teachers, that brave breed, who give so much and are so often given too little; and that wonderful, ubiquitous «man in the street» who wants his questions answered without theological indoctrination and in such fashion as to be spared from professional initiation.

In schools, this question usually points to teachers and administrators.

The teacher's approach to such problems might start from three assumptions: (a) the teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated, not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.

Washington (CNN)-- A former teacher at a Michigan religious school lost her workplace discrimination claim at the Supreme Court Wednesday, as the justices deftly avoided the larger questions raised in the church - state dispute.

In many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioninIn many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioninin which to deal with their pain, their hopes, their questioning.

My question is: If I was your child's Sunday School teacher and your child announced to the class: «My daddy doesn't believe in God» how can I best show the love of Jesus to your child in that moment?

The preacher begins with the text as would any member of his congregation, asking the immediate and spontaneous questions, as in the paragraph above, but now his responsibility as pastor - teacher - preacher demands exegetical work, careful and honest.

Put no hope in the younger generation unless you have listened very carefully and heard that this only will happen in the next generation provided that someone from the older generation, you and I — the theologians, the thinkers, the teachers, the preachers, the progressive Christians — insist that this generation is brought up with, confronted daily with, required to think about the new questions and the new insights.

Using some of the writings of selected early teachers of the faith, mainly from the second century, I attempt to raise questions regarding the way in which the person and work of Christ has been responded to and understood.

Moved by these concerns, in awareness of such needs, pastors and teachers of theology, administrators and boards of theological seminaries and now groups of these gathered loosely around a staff of inquirers with their advisers have undertaken for a brief space of time to examine their work and to ask large and small questions about its adequacy and improvement.

To articulate the way in which irony disrupts, Lear poses the paradoxical question: «Among all teachers, is there a teacher?»

In their own unassuming ways, simply by trying to be good teachers for their students, Christian teachers in the Christian colleges of India are taking up questions that are the most crucial for Asia's futurIn their own unassuming ways, simply by trying to be good teachers for their students, Christian teachers in the Christian colleges of India are taking up questions that are the most crucial for Asia's futurin the Christian colleges of India are taking up questions that are the most crucial for Asia's future.

OK one time form the gospels in a place of worship where he didn't — the temple aged 12 «sitting among the teachers, listening to them and asking them questions.

If a denomination turned to a specific faculty with a specific question, requesting guidance in thinking about it, that faculty could organize itself in such a way that students and teachers could work together over a period of years to come up with ideas that would often be genuinely helpful.

And that which distinguishes him is not merely the sureness with which, in questions as to the way of life or the chief commandment, he chooses from the Law the ethical commands as alone binding; (Mark 10:19, 12:29 - 31) for even on this point Jewish teachers stand beside him.

Now so it was that after three days they found Him in the temple, sitting in the midst of the teachers, both listening to them and asking them questions.

It was the custom of the teachers to meet in public in the temple to discuss religious and theological questions where everyone could listen and learn.

When He questioned the teachers in the Temple at age 12 was He asking questions for which He already knew the answers, or was He asking them because he did not know the answers?

A sense of being embattled: a reliance perhaps on rules rather than answers to profound questions raised in a rapidly - changing world, a sense of the Church as a fortress rather than a Mother and teacher, a bleak landscape for Biblical studies.

To abide in the midst of questioning is painful, but the Teacher (and out best teachers, where they will be found) tells us that this is the true honesty that both legitimizes and gives true perspective to the question.

But yes, some teachers answered in a very non answer kinda way — i didn't let them get away with it... i forced the answer by either being completely rude towards what i thought to be there religion or just asked a long series of questions which gave the answer with cunning and gile.

All these teachers are wrestling with the question how best to teach the history of religions in the undergraduate setting.

According to the Daily Mail, Cardinal Vincent Nichols told a group of Catholic school head teachers in London that even if children question their gender identity, schools should not give transgenderism as a possible solution.

My question concerns, rather, their contribution to forming the next generation of, precisely, believing and practising Catholics... It is simply not possible... either now or in the currently foreseeable future, to expect vocationally committed Catholic teachers to be forthcoming on the scale required - notably in religious education, but not only there.