Sentences with phrase «does teach students»

If you've got good grades, you'll probably land some job, but how does this teach students to job hunt later in life?

As you said, this does teach students to «word recall» rather than think critically about new topics learned.

North Korea has strict laws about Christian evangelism so the school doesn't teach doctrine, but does teach its students about other countries and other forms of government — something you can't get almost anywhere else in North Korea.

And Abbey thank you very much and thank you for what you do teaching our students.

How do we teach students to integrate technology into their schoolwork and their learning while also making sure that they're staying focused on the task at hand?

Working with a student with a learning disability does not affect a teacher's ability to read, nor does teaching a student with mental retardation affect one's ability to think in abstract terms.

How do you teach your students about this precious resource?

How do you teach your students about water?

In this day and age when walls that used to surround knowledge have been breached in lieu of more equitable accessibility, how do you teach students to honor people's work?

Do you teach your students about how their brains work and how they can work together?

I particularly needed to think some more about your sentence, «How do you teach students to become problem designers?»

Do you teach your students how to gain respect?

Teaching students to make sense of math problems should be second nature, but how do we teach students a skill like persevere?

Do you teach your students how to show respect?

How do we teach our students knowledge that we've not yet discovered?

Not exact matches

It may be that students seeing the new pictures of the oil industry will think better of Standard Oil than did their fathers who were taught in terms of the Rockefeller trust and gushers.

Students have broad access to entrepreneurship in higher education, but perhaps don't have the means to actually apply those teachings to business opportunities.

Instead of teaching to the lowest common denominator or watching the smartest kids complete their work and put their heads down with nothing else to do, the teacher is able to track, react, and adjust the information being provided to each student — as needed and on the fly.

In his online course, «Kindle Launch Plan: $ 1400 in 30 Days & an Amazon Bestseller,» Loper teaches his students how to build a foundation on Amazon and then successfully launch a book even if an author doesn't yet have a large audience of fans.

«Something we try to teach [students] is you don't need much time or a big amount of money to prove if a startup may work or not.»

Not only did he learn the materials, but he went on to teach as both a student tutor and a teaching assistant at Carnegie Mellon.

To try to understand why, I do what I often do: I asked my graduate students at NYU where I teach Integrated Marketing.

GREENBLATT: Well you know I taught at Columbia as I mentioned for the last 22 years and so I tell my students that first day of class actually, I tell them that you know I don't think there's a lot of social value in being an investment manager, it's not that I don't think investors who do work set help set prices and allocate capital and all those things, but I just think A, they're not very good at it, and B, it'll get done without you.

Once this is done, students will be taught how to build Bitcoin - enabled versions of various popular Internet services.

And, talk to students who are making big money doing what the guru taught them.

Two damning reports appeared in 1959, condemning American graduate management education as little more than vocational colleges filled with second - rate students taught by second - rate professors who did not understand their fields, did little research and were out of touch with business.

«I've been in education for more than 30 years, and we teach our students to do what you can to help other people, don't just think about yourselves, so that's what I wanted to do,» said Sister Margret.

And most teach far more students than do the distinguished Protestant scholars whom Prof. Turner mentions.

Also, how do you know doctors are constantly under pressure from Christians to teach their students that illness was caused by evil spirits?

Even as a young Catholic student I was always taught that, while giving up something for Lent is a way to mimic Jesus» 40 days of fasting before his death, a more modern — and more true to the spirit of Jesus — approach is to find a way to DO something that has a positive impact on someone else and yourself.

Such a model of teaching is patently not perfect, but it does a better job than did the classical paradigm of bridging the gap between the discipline of New Testament studies as it actually exists and the students we actually face.

If there is more than one, do they shape different aspects of the school's common life (one shaping its teaching and learning, another its life of worship, perhaps another its common life as a community of students, faculty, and staff)?

The set will include practices of teaching and learning, practices of research, practices of governance of the school's common life, practices having to do with maintenance of the school's resources, practices in which persons are selected for the student body and for the faculty, and practices in which students move through and then are deemed to have completed a course of study.

Sadly, I think most seminary students don't understand that what the seminary teaches about preaching is a bare bones template, and we have to add in our own personality and creativity to make preaching come alive.

This really facilitates learning faster, teaches the student to do the footwork of researching what they don't understand, and having to output whatever they have learned.

According to the national economics standards, students should be taught only the «majority paradigm» or «neoclassical model» of economic behavior, for to include «strongly held minority views of economic processes risks confusing and frustrating teachers and students, who are then left with the responsibility of sorting the qualifications and alternatives without a sufficient foundation to do so.»

A Jew's first contract is with God, and I think the school is doing the right thing by sticking to its tenets of faith, and what it's trying to teach its students is admirable.

I think we will soon see that schools in which professors are not fully committed to teaching and the life of the mind do not form the characters or intellects of students and may not be effective even in imparting technical skills.

«We would be remiss in our duty to you and our students if we did not challenge your continuing misuse of Catholic teaching to defend a budget plan that decimates food programs for struggling families, radically weakens protections for the elderly and sick, and gives more tax breaks to the wealthiest few,» the group wrote in a letter to the lawmaker.

As the school prepared for graduation this week, many students standing in the parks and archways that dot campus expressed support for inviting Sebelius and for the idea of welcoming guests who don't always agree with Catholic teaching.

In the exciting days of November 1989, during the occupation strike at Charles University in Prague, the students initiated a cycle of lectures under the rubric of «what they did not teach us at school.»

My students don't want to go to Mass because they don't, indeed, get «anything out of it» in the way they've been taught to expect.

In my opinion, a public education system that does not teach students about GOD is creating a morally and spiritually bankrupt society that is destined to decline and destruction.

One of the main tasks of the school is competent vocational guidance, which is governed primarily not by the principle of helping the student prepare for and get the position he wants, but by the objective of teaching students to know their own abilities and the nature of their society and persuading and inspiring them to devote their energies to the tasks that most urgently need to be done.

It is a pleasure to wrestle with the ideas advanced by Bloom, Boyer, Bok and Kimball, today's college professors will tell you, but if teaching is a process of building on what students already know, how can they be expected to teach students who don't know anything — the culturally illiterate?

The key to effectiveness in such adult leadership is the sincere appreciation by those who teach of the intrinsic worth of the work they ask their students to do.

With skillful teaching it is often possible for the same course of study to be vocational for those students who need it to be and a liberal study for those who do not.

It does not imply any particular recommendations to the effect that theological schooling ought (or ought mostly) to take place within particular congregations, or that classes ought to include selected parishioners along with theological school students, or that only persons who also lead congregations (or have recently done so) ought to do the teaching, and the like.

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.

Then why don't we just teach our students extremism?