Sentences with phrase «when taught to students»

When taught to students, mindfulness supports more relaxed and regulated learners.

Not exact matches

But the former dominatrix says the very premise all of her trainings is based on — the idea that hidden power dynamics often impact minorities and women in unfair ways — seemed totally foreign to so many would - be students five years ago when she started teaching.

When it comes to blood tests, which is what Cuban referred to specifically, Dr. Aaron E. Carroll explains at The Incidental Economist that at the Indiana University School of Medicine, he teaches «residents and medical students never, ever to order blood tests unless they are looking for a specific problem.»

When I teach entrepreneurship, for example, students forget how to change.

When I teach my Baby Got Booked course online, I coach my students to think about the following ways to «hook» their message onto what's relevant right now.

Medberry was recruited in 2008 to teach in a New Orleans charter school, when she realized standards that measured student achievement hadn't been updated in generations.

When Bernstein used to teach at New York University's Stern School of Business, he would ask his students what the difference was between gold and wampum, the shell beads American Indians used to trade.

When a gunman opened fire at Marjory Stoneman Douglas High School, the students had never been through a schoolwide drill teaching them how to protect themselves.

I used to regularly put it on my students» reading list when I taught finance at the University of Michigan.

I have to say, though, that things have improved considerably since the days when our public school music teacher felt the need to teach her largely Jewish students about the divinity of Jesus.

When I taught Mormon history to my students, I emphasized its remarkable spirit of endurance, its organizational savvy, and the sheer scope of its religious imagination.

They are not only practices of teaching and learning, but also practices of raising funds and maintaining the school's resources; not only practices of governing various aspects of the school's common life, but also practices of various kinds of research; practices not only of assessing students and when they should be deemed to have completed their courses of study, but also of assessing faculty and judging when they should be promoted and when terminated; and so on.

Graduate students eager to engage the cutting - edge theories of internationally famous professors often chafed when asked to serve as Efird's teaching assistants.

Obviously, we parent best and teach best when we are most sensitive to the hopes, fears, confusions, angers, excitements, frustrations, and insights of our children and students.

Alfred Neumann in Six of Them tells of a German professor of law who continued teaching in the early days of the Hitler regime, lecturing on justice with pointed reference to its subversion in the Nazi state.36 When fired from his position, the professor, his wife, and a loyal band of students publish secretly copies of his lectures and other material attacking the injustices of the regime.

When I learned that they were graduate students at the university and that they were enrolled in the southeast Asia program, of which I am a member by virtue of the Indian philosophy seminar I teach, I felt that I ought to restrain my impulse to close the door.

The challenge to say something about God and the black liberation struggle was enhanced when Ronald Goetz (a classmate during my student years at Garrett) invited me in February 1968 to lecture at Elmhurst College, where he was teaching.

Ordinarily, when students are asked to write theological reflection papers on ministry experiences, they often fail to address the assignment — seminaries have taught them theology, but not how to reflect theologically.

What happens when young, Christian students aren't supported in their pro-life views from other Christian organizations, ones that supposedly follow Christ - like teachings of love and compassion and the calling to protect those who can not speak for themselves?

When it starts getting into science however and they choose not to teach facts about science, I'd be hardpressed to believe that a student who was seriously looking to go into medicine would choose a place that doesn't teach it correctly, and even more, I don't think many hospital would want students from a college that didn't teach medicine.

In the spring of 2000 an interesting dichotomy between theory and reality in economics teaching appeared in France when economics students from some of the most prestigious universities, including the Sorbonne, published a petition on the internet urging fellow students to protest against the way economics was being taught.

Years later, when I started teaching American history, I would use Frankenmuth to indicate to my students that the then - prevalent image of America as a melting pot did not capture the whole truth of the nation's immigrant experience.

«When I teach the Bible to 11th graders,» says one chaplain, «I don't assume my students know anything, and they usually don't.

This gets into one of the biggest, yet, from what I have seen, least addressed issues in the House - Church movement: «How to teach the Bible, when there is an ever expanding crowd of students?»

This an excellent book for students of Scripture, preachers, and teachers, especially when you are looking for ways to preach and teach about the «giant» passages in the Bible.

A seminary colleague recently commented on one of the ways that current students differ from those in the»70s and»80s» «When I began to teach, students who did not come from Presbyterian families apologized.

The weakness of the philosophy as taught in the seminary at that time was revealed when it became clear that it wasn't providing answers to the questions students were raising «And a dialogue wasn't even encouraged.

Bellany said that when he teaches Guy Fawkes, all of his students come to class with an idea of the man and his ideology.

When I teach poetry to my students, I ask them constantly to search the poem for moments of «self - demonstration,» where the poet has been able to convey meaning through phrases or structures that demonstrate the very idea they describe.

When I teach his works — and, indeed, any of the others in the curriculum — I look for ways to make them speak to my students.

I recall some twenty - three years ago when, as a young seminarian serving a congregation of tenant farm families in rural Virginia, one of my duties was to teach a class for high school students each Sunday morning.

Sometimes we learn nothing by doing except the bare deed, as when children are taught to read by being required simply to read but never learn that written words refer to a whole world beyond them or when theological students are taught to «preach» by being required to make public addresses but never discover the difference between a sermon and an oration.

When I taught school, I explained to my students the origin of swear words.

Back when I was student teaching one of my roommates taught me how to make an egg in the microwave.

When I visited to teach the students a recipe using produce from their garden, Mr. Flerlage reminded me so much of my high school environmental studies teacher, Mr. Lucy.

He was teaching phys ed at a Long Beach middle school when he decided to resume working with students with disabilities.

But, seeing how much is achieved when there are so many more restrictions students time in comparison to most other universities is humbling and has taught me a few lessons in time management.

One of Elthes's teaching methods is to hit students with the sword on the arm or the leg when they make a mistake.

The initial reaction of many educators, when they first encounter the research about non-cognitive abilities that I wrote about in How Children Succeed, is to try to figure out how to teach their students these skills.

And the problem can get particularly acute when it comes to a teacher's criticism of a student's work — an indispensable part of good teaching, but an experience that for many disadvantaged students is weighed down by questions of trust: Is my teacher criticizing my work because he's trying to help me improve or because he doesn't respect me?

In my own teaching, when I really want students to perform well, I do a lot of heavy lifting myself: writing examples for students to imitate, creating outlines and guidelines, giving overly - directive feedback on drafts.

When I teach sewing classes, I require the students to test drive the sewing machine before we thread the machine or sew on fabric.

It is super easy to get started with the Oak Meadow Curriculum to begin teaching your students to ensure they are academically prepared for their continued education and their future secondary education when it comes to college or attending a university.

After all, we are the parents / grandparents of today's school students, and if the lesson we teach our kids is «eat whatever crap is put on your plate», then what right do we have to complain when they choose to eat crap?

Although the teacher likely will ask students if they need to go to the bathroom at fairly regular intervals, you'll need to teach your child to recognize when she feels she has to go.

When I teach students in the relatively new discipline of infant mental health, which brings together researchers at the interface of developmental psychology, neuroscience, and genetics, I tell them that almost everything they need to know to support young children and their families can be found in the essay «The Ordinary Devoted Mother» by pediatrician turned psychoanalyst D.W. Winnicott.

And as in Arizona, students were calmer when they returned to classrooms, resulting in about 10 minutes of extra teaching time.

«We're teaching students things like how to minimize distractions when you're online and how to control notifications on their devices.»

The school takes an organic approach to learning, teaching habits of open - minded inquiry that can help student be resourceful when faced with life's challenges, big and small.

This paper shape Christmas tree craft was always fun to do with my students back when I taught Kindergarten and first grade.