Sentences with phrase «continually reflect on practice»

Throughout our journey, we continually reflect on practices at the service and work collaboratively to develop tools that will support the mental health and wellbeing of all children, parents, teachers, and visitors to our centre.

Not exact matches

well just thinking about these wars in the muslim / mid-east world over religious differences (which may reflect mental states in many ways) in a world where most realize that living in the present moment is best way to happiness and being in the moment in non-strife and awareness through the teachings of masters such as found in the buddhist, taoist, zen, etc., etc., etc. spriritually based practices of religious like thought and teachings, etc. that to ask these scientifically educated populace whom have access to vast amounts of knowledges and understandings on the internet, etc. to believe in past beliefs that perhaps gave basis and inspiration to that which followed — but is not the end all of all times or knowledges — and is thus — non self - sustaining in a belief that does not encompass growth of knowledge and understanding of all truths and being as it is or could be — is to not respect the intelligence and minds and personage of even themselves — not to be disrespected nor disrespectful in any way — only to point out that perhaps too much is asked to put others into the cloak of blind faith and adherance to the past that disregards the realities of the present and the potential of the future... so you try to live in the past — and destroy your present and your future — where is the intelligence in that — and why do people continually fear monger or allow to be fear — mongered into this destructive vision of the future based upon the past?

A key element involves mentoring and support for pre-service teachers to learn to continually reflect on their own practice.

Beginning teachers face a wide array of challenges during the starts of their careers, and video clubs provide teachers the opportunity to reflect continually on and analyze their practice (Sherin & van Es, 2005, 2009).

Practicing quality differentiation is much more about knowing what matters to teach, realizing that learning happens in us rather than to us, continually reflecting on the «particularness» of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring as individuals.

Educators are continually reviewing their quality improvement processes to enhance their skills eg using videotaped interactions to reflect on their practice and talking to families about their child, in order to gain a «complete» picture of what children need.