Sentences with phrase «deep teaching from»

Not exact matches

Through his preaching, teaching and especially the sacraments, husbands and wives receive from God the life they need to live out their vocation and go deeper into it.

The drama of divine incarnation and atonement ought not to be — as it has easily been — abstracted from the teaching of Jesus, his proclamation of God's kingdom made into an incidental preamble to the «deep» and «real» mystery of faith.

But the minister bears ultimate responsibility for the teaching; and unless he has been stampeded away from regarding this supervision as his principal «teaching,» he will feel a deep commitment to the entire teaching work of the church through this redefinition of his teaching function.

You have Christian faith when these basic attitudes are consciously and pre-eminently drawn from, based on, or focused by the teachings and example of Jesus whom we call the Christ or the body of the faithful that we call the Church, and when there is a deep commitment to living out these basic attitudes in your life.

And from that lesson, it taught me to look deeper, to ask questions, and to let peop

They arose instead from the practices and the teachings of the ancient Hebrews, a people whose deep and widely celebrated commitment to learning was and still is informed by an epistemology that is profoundly communal in character.

Editor: Would you say that there is a perception among some people that if you simply teach content, say directly from the Catechism, it can be off - putting, it can be boring for people, it can make them not want to go deeper into their faith?

Unhealthy teaching is the kind of teaching that causes people to withdraw from the world, while seeking greater, deeper, and more speculative teaching.

An invaluable aid to retaining material (when we teach something, we remember it), this procedure is a means for making genuine contributions to church life from the start — a fact that has made a deep impression on many people; our program has received about twice as many applicants for the third year as there were for the second.

When the deep coherence of Catholic moral teaching is communicated, it can free people from our partisan moral straightjackets.

Tears of pain and joy openly and unashamedly accepted from time to time, in parents as well as in children, teach a child the value of deep feeling in experiencing life to its fullest.

Now with the world becoming one, if it remains, and with our leading Western universities importing religious teachers from the East to teach students the religions that brought forward views like reincarnation, not to mention the success of missionaries in our midst from non-Christian religions, we Christians had better think long and deep concerning these religions, not only to be honest with ourselves, but to do justice to the central realities of our faith.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

It's the deepest field of the year, with no large chunks reserved for open qualifiers or teaching pros, and whether it's the money or its import to the Tour, the best players from all over the world continue to patronize the event.

This is a complex neurological process that is a reflection of your baby's developmental stages, not what you have «taught» your baby: for the first four months, babies enter sleep from an active sleep phase and younger babies also have a startle reflex that can wake them randomly, so they will usually need help to calm and settle into a deeper sleep at first.

Teach yourself, and your children, methods for bringing yourself back from the emotional edge: deep breathing, counting to 10, listening to music, a warm shower, going for a walk.

Being taught from a syllabus that's «a mile wide and an inch deep,» the report states, could be one reason why U.S. students do relatively poorly on international achievement tests.

John's embodiment - driven teaching draws from not only over 30 years of experience of his own Buddhist meditative practice but from the deep lineages of Vajrayana, tantra, and Kundalini yoga, as well as the Taoist traditions of Iron Shirt Qigong, to create a profound experience for men and women longing to express their deepest desires with open, fierce, and loving hearts.

Our 200 - hour Sri Yoga ™ teacher training weekend program goes deeper than most foundational trainings and is designed to give you the experiences you need in order to teach from a place of depth and clarity.

Teaching from a deep place of love and always having fun makes her a sure win for a great class!

With 20 years of solid practice, teaching, educating and using Yoga Therapy as a medical modality, I will help you dig a little deeper, reach a little higher, go a little further, while you move from one asana (posture) to the next.

I have been doing yoga for 5 years and still learned so much from the simple yet deep style of teaching.

In this mini-immersion, you will have an opportunity to take your practice and understanding of the yoga teachings to a new, experiential level, enabling you to teach from a place of deep «knowing.»

In the 500 - hour program modules, you will have an opportunity to take your practice and understanding of the yoga teachings to a new, experiential level enabling you to teach from a place of deep «knowing» instead of classroom memorizing.

Since 2008 I have worked with Yoga teachers, Spiritual Gurus, Shaman elders, great wisdom teachers and healers, studied and practiced a variety of holistic modalities and ancient teachings, from those found within the pages of the Bhagavad Gita and in Vedic Culture to working with the powerful healing properties of crystals, and have expanded and experienced healing on deep and profound levels.

The core program includes fasting and colonic irrigation with bowel cleansing and deep toning of the bowel wall to restore optimal excretion of digestive waste, special cleansing and nutritional supplements, Snow's hands - on deep tissue and healing energy work, internal and external magnesium therapy, organic High Mountain Oolong Tea from Taiwan, Tesla Innovational Technology, and post-fast «Break Fast» food with teachings on diet and supplements, food combining and food choices.

Hey Doc I started training at the age of 13 and literally never stopped ever I have had major knee surgeries 5 or so years ago I have had countless stressful jobs I could not stand I finally said enough is enough and pursued by Personal training career I have an unbelievable passion for the fitness / nutrition lifestyle I'm 26 now at the age of 22 - 23 I achieved body fat percentage of 2 percent while working a back breaking job and literally sleeping 2 - 3 hours a night due to my hormone imbalance I didn't have a spoil meal in 8 months I was finally achieving the look I've been longing for for the 10 years I was already training and it was due to proper training times and nutrition little did i know I was already deep in a over trained zone for years before that I used to spend 3 - 5 hours a day in the gym from the age of 14 through 19 years old i just loved it so much and though more was better as I got older I got smarter I studied non stop this all leads to my decline at age 23 I look back and I know every little thing I did wrong basically al all started at work 3 years ago to make a very long story short I had continued dizziness lack of sex drive for years insomnia all of the above to the 10th degree I know I've abused my body not many can say they have done the work i have done in gyms over all these years I left work one night with sharp pains in my abdomen got blood work done got called back a week or so later and was notified in A very unprofessional way that at the age of 23 I had a testosterone level of 73.6 I have all the blood work to prove it from then on I was treated horribly by doctors none believing what I havenput myself through in the prior years basically going into every appointment and teaching each person endos euros physicians etc..

As with all of our trainings we strive to provide you with an experience that will first and foremost help you deepen your practice so that you can teach, adjust and assist from this place of deep understanding.

Meanwhile, as Charles delves deeper into his research, he finds himself wandering further and further from the theological teachings of his childhood.

In a cottage deep in the woods and isolated from the rest of humanity, the man has taught the girl to mistrust the world, fend for herself, accumulate a wealth of knowledge, and be the perfect killing machine.

Heading deeper and deeper into the lush countryside, the street - smart Ricky teaches Hec the finer points of absconding with supplies from unsuspecting hikers and campers; Hec teaches Ricky how to survive in the wild by hunting, foraging and eating giant slugs if necessary.

Some of his more controversial points included the need to embed responsibility and accountability systems deep into every classroom and office, and the importance of identifying and then removing superfluous burdens from school staff to enable them to improve teaching and learning outcomes with pace and certainty.

Evidence from our evaluation of Learning Away shows that they can, and commonly do foster deeper relationships particularly between students and with teaching staff.

For retreats, it is best to have experienced retreat teachers / deep practitioners, as teaching a retreat requires a deeper level of practice that is very different from the classroom.

Some of the more controversial points that he will be discussing include the need to embed responsibility and accountability systems deep into every classroom and office, and the importance of identifying and then removing superfluous burdens from school staff to enable them to improve teaching and learning outcomes with pace and certainty.

You can watch a teacher and her advisory students in the fourth Envision Education Deeper Learning video from The Teaching Channel.

I've taught in three states from urban to rural settings, and from deep poverty to an area of high affluence.

The Arts needs to be considered as a strategy «for forging deeper connections, engaging in more creative and complex thinking, as well as inspiring students to learn,» shares blogger at large Beth Holland (@brholland) from her summer reading, The Brain Targeted Teaching Model for 21st Century Schools by Dr. Mariale Hardiman, and In Assessment and the Learning Brain, by Hardiman and Whitman.

Aside from Google's own AI innovation, data and algorithms have the power to really transform learning and optimize teaching to drive progression: From teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesfrom Google's own AI innovation, data and algorithms have the power to really transform learning and optimize teaching to drive progression: From teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesFrom teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesson.

Online teachers draw from a deep well of teaching skills every single day.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

From the perspective of a whole school lead of teaching and learning and also that of a classroom teacher, both of which I am currently, I have spent a considerable amount of time exploring this by looking deeper into the pedagogy that engages and challenges all students.

So for me, the question is this: regardless of where a school community is starting, regardless of which technology - mediated waters they decide to dip their toe into, how can we find a pathway from those entry points into deeper conversations about teaching and learning?

One solution has been to draw from Teach For America, which offers bright young teachers with deep knowledge of physics, chemistry or biology.

Microcredentials home in on a wide variety of competencies, from Teaching Practices for Deeper Learning (issued by Digital Promise) to more traditional pedagogical skills, such as Data Literacy and Wait Time (issued by the Relay Graduate School of Education).

Critics would argue that a knowledge - led approach detracts away from deep learning, problem - solving based teaching strategies.

Content - related narrative development offers a departure from the traditional methods of teaching and learning and enables students to construe meaning individually and make deeper connections with subject matter content.

Content - related narrative development is a pedagogical tool that offers a departure from the traditional methods of teaching and learning in the classroom and enables students to construe meaning individually (see Traditional Teaching on YouTube; Klerfelt, 2004; Wiessner, 2005) and make deeper connections with subject matter teaching and learning in the classroom and enables students to construe meaning individually (see Traditional Teaching on YouTube; Klerfelt, 2004; Wiessner, 2005) and make deeper connections with subject matter Teaching on YouTube; Klerfelt, 2004; Wiessner, 2005) and make deeper connections with subject matter content.

Mission's school - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its students.

However, I would caution against developing a «domain - silo - only» approach as many of the interesting and deep learning opportunities within teaching maths comes from making connections between topics, both within and outside their own domains.