Sentences with phrase «do modeling skills»

As a teacher, how do you model these skills in your interactions with colleagues?

Not exact matches

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

Some people I know are running models of club / travel ball in a totally different manner, stressing skill development vs game play, and doing a great job.

Time for some brutal honesty... this team, as it stands, is in no better position to compete next season than they were 12 months ago, minus the fact that some fans have been easily snowed by the acquisition of Lacazette, the free transfer LB and the release of Sanogo... if you look at the facts carefully you will see a team that still has far more questions than answers... to better show what I mean by this statement I will briefly discuss the current state of affairs on a position - by - position basis... in goal we have 4 potential candidates, but in reality we have only 1 option with any real future and somehow he's the only one we have actively tried to get rid of for years because he and his father were a little too involved on social media and he got caught smoking (funny how people still defend Wiltshire under the same and far worse circumstances)... you would think we would want to keep any goaltender that Juventus had interest in, as they seem to have a pretty good history when it comes to that position... as far as the defenders on our current roster there are only a few individuals whom have the skill and / or youth worthy of our time and / or investment, as such we should get rid of anyone who doesn't meet those simple requirements, which means we should get rid of DeBouchy, Gibbs, Gabriel, Mertz and loan out Chambers to see if last seasons foray with Middlesborough was an anomaly or a prediction of things to come... some fans have lamented wildly about the return of Mertz to the starting lineup due to his FA Cup performance but these sort of pie in the sky meanderings are indicative of what's wrong with this club and it's wishy - washy fan - base... in addition to these moves the club should aggressively pursue the acquisition of dominant and mobile CB to stabilize an all too fragile defensive group that has self - destructed on numerous occasions over the past 5 seasons... moving forward and building on our need to re-establish our once dominant presence throughout the middle of the park we need to target a CDM then do whatever it takes to get that player into the fold without any of the usual nickel and diming we have become famous for (this kind of ruthless haggling has cost us numerous special players and certainly can't help make the player in question feel good about the way their future potential employer feels about them)... in order for us to become dominant again we need to be strong up the middle again from Goalkeeper to CB to DM to ACM to striker, like we did in our most glorious years before and during Wenger's reign... with this in mind, if we want Ozil to be that dominant attacking midfielder we can't keep leaving him exposed to constant ridicule about his lack of defensive prowess and provide him with the proper players in the final third... he was never a good defensive player in Real or with the German National squad and they certainly didn't suffer as a result of his presence on the pitch... as for the rest of the midfield the blame falls squarely in the hands of Wenger and Gazidis, the fact that Ramsey, Ox, Sanchez and even Ozil were allowed to regularly start when none of the aforementioned had more than a year left under contract is criminal for a club of this size and financial might... the fact that we could find money for Walcott and Xhaka, who weren't even guaranteed starters, means that our whole business model needs a complete overhaul... for me it's time to get rid of some serious deadweight, even if it means selling them below what you believe their market value is just to simply right this ship and change the stagnant culture that currently exists... this means saying goodbye to Wiltshire, Elneny, Carzola, Walcott and Ramsey... everyone, minus Elneny, have spent just as much time on the training table as on the field of play, which would be manageable if they weren't so inconsistent from a performance standpoint (excluding Carzola, who is like the recent version of Rosicky — too bad, both will be deeply missed)... in their places we need to bring in some proven performers with no history of injuries... up front, although I do like the possibilities that a player like Lacazette presents, the fact that we had to wait so many years to acquire some true quality at the striker position falls once again squarely at the feet of Wenger... this issue highlights the ultimate scam being perpetrated by this club since the arrival of Kroenke: pretend your a small market club when it comes to making purchases but milk your fans like a big market club when it comes to ticket prices and merchandising... I believe the reason why Wenger hasn't pursued someone of Henry's quality, minus a fairly inexpensive RVP, was that he knew that they would demand players of a similar ilk to be brought on board and that wasn't possible when the business model was that of a «selling» club... does it really make sense that we could only make a cheeky bid for Suarez, or that we couldn't get Higuain over the line when he was being offered up for half the price he eventually went to Juve for, or that we've only paid any interest to strikers who were clearly not going to press their current teams to let them go to Arsenal like Benzema or Cavani... just part of the facade that finally came crashing down when Sanchez finally called their bluff... the fact remains that no one wants to win more than Sanchez, including Wenger, and although I don't agree with everything that he has done off the field, I would much rather have Alexis front and center than a manager who has clearly bought into the Kroenke model in large part due to the fact that his enormous ego suggests that only he could accomplish great things without breaking the bank... unfortunately that isn't possible anymore as the game has changed quite dramatically in the last 15 years, which has left a largely complacent and complicit Wenger on the outside looking in... so don't blame those players who demanded more and were left wanting... don't blame those fans who have tried desperately to raise awareness for several years when cracks began to appear... place the blame at the feet of those who were well aware all along of the potential pitfalls of just such a plan but continued to follow it even when it was no longer a financial necessity, like it ever really was...

Here's something that is critical, for anyone learning a new skill: Find a mentor — someone who has been using positive discipline for years, preferably someone who has older kids whose behavior is that you admire — and lean on that mentor day in and day out for questions, for modeling your parenting approach and for reassurance that your kids don't need to be spanked to turn out to be great kids.

I do think they can be taught in the classroom — I think most of us can think of a teacher in our past who helped us develop one or more of those skills — but I don't think we yet have an ideal model for exactly how to teach them in the classroom.

Using a world café model, groups discussed four questions: what are the common points of toxic stress within our region, how can we prevent the pile up of chronic and toxic stress on babies, how do we currently build the skills of adults in our region, and how can we work smarter and how can our policies better support our families and communities.

Lack of national certification or licensure does not necessarily mean that the midwife lacks the knowledge or skill to practice the Midwives Model of Care.

Model healthy coping skills for handling frustration, disappointment, anger and anxiety (or model perseverance if you are still learning how to do Model healthy coping skills for handling frustration, disappointment, anger and anxiety (or model perseverance if you are still learning how to do model perseverance if you are still learning how to do this)

He doesn't quite do that, actually, although he praises UK models and skills.

But until now, a biologist still needed strong programming skills to do detailed cell models at the molecular level, and even more than that, patience.

«Children learn by modeling, and if parents yell and scream when they are mad, toddlers - who don't necessarily have the verbal skills to do yelling and screaming - may start tearing things up or becoming more destructive,» writes Dr. Linda Sonna, author of The Everything Toddler Book.

Competence models, done by organizational human resources to identify what factors make someone a standout performer, ignore IQ and school performance — they are irrelevant by the time you are competing with others on the job, where emotional intelligence skills like self - awareness, self - management, empathy, teamwork, and the like identify the best workers.

The new skills often do not make sense in the old models.

This self - paced model of skill acquisition, however, does not align with organization's need to upskill itself in a time - bound fashion, because the window of opportunity is time - bound.

In the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problems.

Julia: For school leaders looking to transition their school to nontraditional instructional models like blended learning, what do you view as the key leadership skills they need to successfully steer their school in a new direction?

Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work sampleDo model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work sampledo or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples.

It is hard for us to convince students that they need to have technology skills when they don't experience much of it in their education and they don't see it being modeled during their field experience.

The student does not display active listening skills or is inattentive: In some cultures students are taught using hands on methods through modelling and observation.

The Berry Street model insists that struggling students must have the opportunity to build their psychological resources through potentially powerful positive education interventions — but in order to do that, educators need to scaffold other social and emotional skills sequentially and simultaneously.

If we want our students to do well with this creative skill, we need to model the thinking of synthesis in a low - stakes, scaffolding activity that they can translate into a more academic pursuit.

It's simply a matter of applying these skills and knowledge and... this doesn't work for kids who don't fit in or have disabilities or whatever, whose behaviour we decide is unmanageable, they are moved out of the classroom so there's exclusion built into the manage - and - discipline model of behaviour.

Some teachers don't just model patience, but teach it as a life skill: «As a student I was always in a rush to see results and I made lots of mistakes,» said James R. Lamb.

We utilized the tools that we had at our disposal (group roles, mediation process), but both of us agreed that we did not do enough explicit teaching and role modeling of what these skills looked like.

In team - based models, schools add new paraprofessionals to teaching teams to do teachers» administrative paperwork and oversee skill practice, project work, and digital instruction at school.

«It's not a simple process, they don't necessarily have those skills there automatically... so there is a lot of modelling involved.»

What model / s do you use across the school to build student skills in critically analysing information across all forms of media?

But I think it is an unwarranted fear because when we learn to be good writers or musicians or athletes, we do it by looking at great models, copying, and, through that, gain skills and learn to improvise.»

«What is tricky to do is to figure out how to change the typically traditional high school model of educating students into the proposed model that incorporates academics and a new skill set,» he says.

This can't happen if they don't have a strong grasp of the content they are meant to be analyzing, organizing, simulating and modeling with their computing skills.

Of the books in the series, this pack provides lessons in the most fundamental of adult living skills with the least difficult vocabulary and concepts.This transition to adult life program provides in depth lessons on the following life skills: Dress for Success Staying Healthy Cleaning House Doing the Laundry Kitchen Basics Nutrition Grocery Shopping Making Meals Transportation Paying Bills Making Meals and Cleaning House both include video modeling of important life skills in an accessible, clear format.

The holder's educational background and specific language skills matter a great deal, as does the school's bilingual model (single - or dual - language immersion, «sheltered» instruction, etc.).

In addition, they often fail to model non-violent ways of dealing with social problems, so that their children don't learn the social skills needed to resolve conflicts through cooperation.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

Parents do not want states measuring their children's «social and emotional skills» in their accountability models and placing this information into their permanent records!!

Working in teams — as teachers at my school do routinely — helps us practice and model the skills we hope our students will develop, while also getting invested in Common Core - aligned lessons and assessment techniques.

Under this model, students learn by doing, providing them with usable, transferable skills while simultaneously stimulating their interest in school and learning.

It doesn't simply tell students why this is important; it puts those words into action and models those interpersonal, real life communication and critical thinking skills that they will need for college, future careers, and a lifetime.»

The question becomes how does the mentor model these soft skills?

The ISTE study also revealed that teacher educators did not model the use of educational technology skills in their teaching.

In addition to the fact that the tests are narrow and do not measure higher - order thinking skills, researchers have found that value - added models of teacher effectiveness are highly unstable: Teachers» ratings differ substantially from class to class and from year to year, as well as from one test to the next.

What prompts, modeling, instruction and coaching do you need to provide students for the development of these skills?

«I do» (the teacher provides explicit instruction and / or modeling), «We do» (the teacher and the students practice together), and «You do»» (the students independently practice the skill).

Each unit teaches students how to increase understanding of a topic using the Gradual Release of Responsibility instructional model: I do (the teacher provides explicit instruction and / or modeling), We do (the teacher and the students practice together), and You do (the students independently practice skill).

The original affidavit of Professor Linda Darling - Hammond of Stanford University, sworn to February 28, 2015, that the assessment being used in Respondents» Growth Model does not allow measurement of growth for high - achieving and low achieving students: the learning of both high - achieving and low - achieving students is mis - measured because of the fact that the state tests pegged to grade - level standards do not include items that can measure growth for students who are already above grade level in their skills or who fall considerably below.

To provide clear expectations, this base ten numbers and place value lesson plan uses the instructional model: «I do» (the teacher provides explicit instruction and / or modeling), «We do» (the teacher and the students practice together), and «You do»» (the students independently practice the skill).

Explicit instruction involves the teacher modeling skills for students («I do it»), teacher and students practicing together («we do it»), and students demonstrating skills («you do it») with feedback.

The best way to do this is to implement a formal competency model that ties specific job skills to training lessons (learning objects) within your eLearning courses.

Traditional professional development models do not provide the necessary time to develop new knowledge and skills, nor do they provide the opportunities for implementation and practice to master transfer to the classroom.