Sentences with phrase «characters lead students»

These characters lead students through the site's various activities.

Not exact matches

There's no better way to enter into the pilgrim character of the season that to participate in the 7 a.m. stational Mass led by the priest and students of the North American College.

This is certainly an enticing start: a dive into Stockholm's seamy underworld with three lead characters and no heroes, it follows an escaped con, a sparky finance student and a Serbian mafioso as they variously pursue a king - making coke deal.

The plot, as related by the operation's captain (Ice Cube, whose character encourages his officers to embrace their stereotypes — the movie follows suit), is to take down a synthetic drug ring whose product has led to the death of one student.

Professor Marston and the Wonder Women (Angela Robinson, 2017) Possible to analytically compare with Jenkin's grand epic, fellow female filmmaker Angela Robinson's narrative tells the story behind Wonder Woman as a cartoon character and becomes a refreshing and bold story of polyamorous love between the visual and narrative creator of Wonder Woman and his two leading ladies (his wife, and his open - minded female student).

A minor character in the first film, Remi's the lead here: An entomologist working as an inner - city school teacher, she's shocked to discover the bug men are back and valiantly protects a pair of students against them.

The film is as strange, in its way, as its lead character's inimitable way with words: Structurally it resembles a straightforward biopic, following Dickinson — played by Emma Bell in the early scenes and a marvelous, moving Cynthia Nixon for the rest — from her brief tenure as a defiant Mount Holyoke student («a no - hoper» says her scold of a headmistress) through her sequestered life, and eventual kidney - related death, at the family home in Amherst, Massachusetts.

These concerns are legitimate and have occupied a storied place in the critical academy since the publication of Edward Said's Orientalism in 1978, and certainly, the character of Tracy, the white American foreign exchange student, leading the pro-dog uprising amongst the indigenous Megasaki citizens can easily be interpreted as reflecting the white saviour trope from Hollywood films such as Blood Diamond and Avatar.

Helping students connect empathy to reading will ultimately lead to deeper comprehension of stories, characters, and themes.

Geelong Grammar School's transformational Positive Education programme focuses on cultivating positive emotions and character traits, encouraging students to find purpose and lead engaged and meaningful lives.

A follow - up discussion about the Grinch, his character, and the changes that occur in him by the end of the story lead to the activity in which students map their own character transformation stories.

While Selman and Elizabeth point out that the traditional view has been to steer students away from the movie version of a book, for fear that they'll watch the movie instead of reading, the two researchers hypothesize that creating a deep and thought - provoking connection between a movie and a book could actually increase students» interest in reading that book and that the very act of comparing and contrasting the way a story is told in two media could lead to a deeper understanding of the ideas in the story and of the characters and the choices they make.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

«For example, in the Manga workshop run by Matthew Lin, the students drew manga characters; Candy Royalle's poetry workshop led to students creating pieces of poetry — some of which were later published online; John Larkin and JC Burke worked with students to develop «show don't tell» writing skills whereby they took a word like «walk» and then all the synonyms associated with that word — for example skip, hop, stumble, sprint, shuffle, stride — and learned how each word has a nuanced meaning and how this can change the feel of a text.

The primary requirement for teaching at a KIPP school is a simple one: that you share a belief to do whatever it takes to help each and every student develop the character and academic skills necessary for them to lead self - sufficient, successful, and happy lives.

By focusing on the events that lead to the solution of the problem and when a character changes, students will have a better idea of what might be the most important part (s) of a text.

Our vision is to create a school environment that prepares students for high school and beyond, develops their strong moral character, and provides them with the skills necessary to lead and advance our nation.

The primary requirement for teaching at one of our schools is a core belief that every child can succeed and that the collective team will do whatever it takes to help each and every student develop the character and academic skills necessary for them to lead choice - filled lives.

At Beverly Woods our mission is to provide students with a strong academic and character - based foundation which will prepare them to explore, lead, and serve in our global society.

However, one thing we know for sure is we have to teach our students to lead, act responsibly and respect each other.There are many opportunities for students to gain leadership skills and embody our culture of good character at Beverly Woods Elementary School.

In addition to student voice, this issue explores student - centered topics such as bullying prevention, student - led conferences, character education programs, and homework alternatives.

Community Engagement: We cultivate character in the Lower School through annual clothing, food and toy drives, student - led fundraisers, and a fifth - grade community service team in charge of recycling efforts, classroom volunteer projects and community partnerships — in Atlanta and around the world.

Polaris Charter Academy, led by New Leaders Michelle Navarre and Roel Vivet, is featured in an Education Week article about developing character after Polaris students win first - ever «Think it Up» Innovation Award.

The leading providers of curriculum materials walk teachers through highly structured lessons in which character - related concepts are described and then students are drilled until they can produce the right answers.

To develop and lead our programs, we've turned to the teachers and school leaders who've enabled thousands of students to achieve exceptional academic and character growth.

Jerry Ackerman, a leading student speaker, helps students be responsible, develop character, and build a focus on others instead of just themselves.

In order to address the specific needs of each and every one of their students, they use a personalized, blended learning approach paired with intentional character development that is rooted in the core values: lead with love, embrace uniqueness, foster character, and ignite imagination so that their children can become leaders who chose their own futures in high school, college, and beyond.

Our goals are To create awareness among educators of how and why intentional character education can lead to higher achievement and lower discipline issues among students; To support a school's culture that honors and values positive character traits; To provide assistance in developing and supporting the school's foundation for creating a positive school climate; and To help students know, feel and act upon core ethical values.

In Middle School, members of student government were eager to take the lead and assume the role of watching out for peers who demonstrate character traits such as kindness, respect, being service oriented, friendliness, generosity, compassion, and so on.

Some teachers will act out select characters in the story or participate alongside the students and try taking on the responsibilities of leading students at moments directed by the teaching artist.

This video offers the perspective of the students along with how an expedition leads directly to student achievement in academics and character.

The school's curriculum will allow for students to experience a college preparatory curriculum with an enhanced focus on Project Lead the Way STEM curriculum, Robotics and a Positive Behavior Supports Character Education program.

page 10's Conclusion: The student's «climate change misinformation campaign is a multi-faceted scheme» statement is technically true, but regarding the assertion about «almost everything leads back to the fossil fuel industry,» this student's paper inadvertently becomes a case study of how scrutiny of every angle of such accusations does not actually reveal the appearance of a disinformation campaign created by the fossil fuel industry, but instead one apparently created and promulgated by enviro - activists, supported in a major way to this very day by character assassination accusations from a single source — Ross Gelbspan and the clique of enviro - activists surrounding him.

Key club is a student - led organization, which gives students the opportunity to build their character, and complete selfless -LSB-...]

Key club is a student - led organization, which gives students the opportunity to build their character, and complete selfless acts for others in need.

Key Highlight: • Conceptualized, initiated and presided over the Teach One to Lead One ® Program to aid students in developing character and leadership skills.

Unfortunately, few include an important second part of the definition — recognizing that there could be outside limitations on a student's pro-activity, and that omission can lead to what I call the «Let Them Eat Character!»

Her interest in social emotional development began while working with students with disabilities and realizing that their issues did not begin and end in the classroom, but rather impacted the away they interacted with others and how others interacted with them This led to a career long passion to help all students strengthen their character by teaching them how to develop social and emotional competencies.As an elementary school principal, she and her staff implemented school - wide philosophies that focused on SECD.

CHARACTER: Harnessing a values and character strengths approach to enable successful student self - knowledge which leads to empowered futureCHARACTER: Harnessing a values and character strengths approach to enable successful student self - knowledge which leads to empowered futurecharacter strengths approach to enable successful student self - knowledge which leads to empowered future pathways