Sentences with phrase «given by other teachers»

I found that Gord helped clear up a lot of the misinformation that had been given by other teachers I have heard because some of the things that we were being taught didn't apply to us as Canadians.

Not exact matches

But until we come to the end of ourselves then we are going to do and say what we want, even as it was with me: It's one thing to be a heathen, even as I was, but a whole other ball game to set our hearts on God and His truth; yet, that can only come when we are sick and tired of being sick and tired of our own lives and we just give up, we know then who has given up by the one they advocate for, even has given place to: Paul said; with my heart I want to do what is right, but my flesh does what I hate: This is when God's grace is sufficient, because our hearts are right with God, but our flesh is not: There is a war going on within these temples, therefore; even as our flesh wins out to do what we hate, our hearts are set on God and His ways which has been established in the Word of Truth, which then causes us to stand and speak forth what we believe, even as this causes a rending to happen within us, for Christ to be formed in us this needs to be, as we come up in His glories even for a better resurrection for them who believe: The heart wars against our flesh, even as Christ wars against the man of sin within: For out of the abundance of our hearts our mouth doth speak, therefore; if we speak not the Wholesome Words of our Lord, Then our hearts are still wicked: But to advocate for wickedness instead of Christ, one has become a teacher of lawlessness, he then advocates for the man of sin: Many who have come out of religion has done this, as they went from one mountain top «from the extreme right» of self exaltation (Religion) to the other mountain top «to the extreme left» of the (Heathen) and missed the valley in - between that is takes to humble us: One extreme to the other, and missed Jesus: Jesus is taking ones through the valley's to strip us down of all who we are before exalting us to be just as He, even as the Christ in us overcomes that man of sin (Adam) through theses valleys of contrast that cause a rending to happen within; and when we are rent in two, we stand on His word of truth, so we too can become one with Him, even as Jesus is with our Father: This is how Christ is formed in us: Thank - you Father; in Jesus Name Alexandria

There are certainly some great insights into what it means to be Christian given to us by other New Testament writers and by ancient teachers.

Decisions had to be made from time to time as to where or when services of the church would be held; the church needed to be told of the impending visit of an apostle, or of some prophet or teacher from abroad; a question has been raised as to the good faith of one of these visitors, and there must be some discussion of the point and a decision on it; a fellow Christian from another church is on a journey and needs hospitality; a member of the local congregation planning to visit a church abroad needs a letter of introduction to that church, which someone must be authorized to provide; a serious dispute about property rights or some other legal matter has arisen between two of the brothers and the church must name someone to help them settle the issue or must in some other way deal with it; a new local magistrate has begun to prosecute Christians for violating the law against unlicensed assembly, and consideration must be given to ways and means of meeting this crisis; charges have been brought against one of the members by another member, and these must be investigated and perhaps some disciplinary action taken; one of the members has died, and the church is called on for some special action in behalf of his family in the emergency; differences of opinion exist in the church on certain questions of morals or belief (such as marriage and divorce, or the resurrection), differences which local prophets and teachers are apparently unable to compose, and a letter must be written to the apostle — who will write this letter and what exactly will it say?

By allowing your children to take the lead and serve as the «teacher» to the whole family (or even just the other child) this gives the child time to shine and showcase their skills and build confidence.

Eight existing home visiting programs met the minimal legislative threshold for federal funding: Early Head Start, the Early Intervention Program, Family Check - up, Healthy Families America, Healthy Steps, Home Instruction Program for Preschool Youngsters, Nurse - Family Partnership, and Parents as Teachers.40 In August 2011, the Coalition for Evidence - Based Policy built upon the government's review by evaluating the extent to which programs implemented with fidelity would produce important improvements in the lives of at - risk children and parents.41 Through this review, one program was given a strong rating (the Nurse - Family Partnership), two were given medium ratings (Early Intervention Program and Family Check - up), and all other programs were given a low rating.

The next day, Oct. 29, AFT Solidarity 527, a Washington - based committee funded by NYSUT's other parent union, the American Federation of Teachers, also gave $ 100,000 to the DSCC.

He said he joined other teachers of the year in drafting the letter because as individuals vetted by the state Education Department, they represent some of the best teachers in the state, and he hoped that status would give them some moral authority.

The other man, «Teacher,» will monitor the responses given by Learner (who's out of sight) and, when he gives wrong answers, give him a series of increasingly strong electric shocks.

A teachers» contract adopted last year, which was engineered by Gov. Roy Romer, established «collaborative - decisionmaking» committees at each of the city's 110 schools and gave them broad authority over instructional and curriculum issues, faculty selection, and other matters.

Many students attend SES because of the environmental focus, but Bodette has heard a wide variety of reasons for students» attachment to the school — from being given the opportunity to learn a great deal of information in depth to working together to being known by other students and teachers to being able to present research to outside audiences.

According to a 1955 Education article by Leon Mones, then an assistant superintendent in Newark, New Jersey, and a former principal, Symonds and others were openly advocating that the emotional life of the teacher become the focus of teacher preparation, since «it is the teacher's personality that is the tool with which he works rather than the content in which he gives instruction.»

As Robin Lake recently wrote: «Given the largely successful push by teachers unions and other opponents of public school choice to brand charter schools as a conservative, partisan issue, the last thing public charter schools need is to have the next president feed the «end of public education» narrative.»

Regardless of whether or not teachers agree with each other on pedagogy, most teachers I speak to would feel comforted by the idea that teachers had a hand in developing, testing, and giving feedback for the standards they taught.

The teacher then selected one other student from the rest of the class to give them a new «unnamed» image of one of the princesses that was selected by the initial six students.

Teachers become learning designers when given the space to collaborate by (among other things) cultivating trust, keeping it simple, and ensuring that it's student relevant.

I often hear parents or other advocates urge teachers to accommodate students with ADHD by giving them a lengthy or indefinite amount of time to turn in assignments.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

It has two columns: One side is content in academic language given to students by their teachers, and the other side is a translation of that text or concept in a student's own words — or sometimes shown through a student - created image.

Given the new demands levied by the Common Core standards, teammates and ’14 master's degree graduates Taylor Percival, Michelle Skinner, and Jessica Yarmosky are busy with CommonLit, a free online library for middle school teachers to help them easily find news articles, poetry, and other short texts aligned with the Common Core curriculum that help build reading skills across a wide array of abilities.

When a simple majority of waivered students is obtained for a given teacher and classroom, the other parents can be told by phone that their child would need to change teachers if they do not sign a waiver.

Teachers, by contrast, are prepared to place only a quarter of the weight (24 percent) on this information, with the other three - fourths of the weight being given to principal recommendations.

Along the way, Brill gives background on Albert Shanker and the rise of the American Federation of Teachers (AFT), the 1983 report of President Reagan's National Commission on Excellence in Education and what presidents have done since, the creation of TFA by Wendy Kopp, and on David Levin and KIPP (Knowledge Is Power Program) and other successful efforts to create charter schools.

Likewise, many of the ideas we regard today as education reform's conventional wisdom - linked standards and assessments, consequences for poor performance, testing new teachers, paying some teachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of Tteachers, paying some teachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of Tteachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of TeachersTeachers.

The dearth of student accountability for test score results other than tests given by teachers in the classroom is a remarkable aspect of current test - based accountability systems in the U.S..

Given the largely successful push by teachers unions and other opponents of public school choice to brand charter schools as a conservative, partisan issue, the last thing public charter schools need is to have the next president feed the «end of public education» narrative.

More important, my interactions with the students and teachers reenergized me and gave me the motivation to attack the mountains of administrivia generated by the district and other paperwork, like the infinite State forms sitting in my office.

The teacher clearly defines the feedback context (small - group instruction and transitions), provides specific and targeted examples of the problem (calling out, causing distraction), expresses in personal terms what this means to her («As his teacher, I'm concerned...»), gives a basis for her claims by tracing the behavior's impact on others (degraded learning environment), and seeks advice from the receiver on how best to resolve the conflict («Can you offer any ideas?»).

Technology can be used to advance learning by bringing exciting curricula based on real - world problems into the classroom, providing scaffolds and tools to enhance learning, such as modeling programs and visualization tools, giving students and teachers more opportunities for feedback, reflection, and revision, and building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people expanding opportunities for teacher learning.

Seventeen academy trusts, 11 schools, three universities, three councils and two other organisations were given special treatment after a «disastrous» first attempt by the government to get teacher training providers registered, which saw only around a third pass the application process.

Other Forest Lake teachers routinely give kids turns at leading lessons on the whiteboard, either by hand or with remote tablets called AirLiners.

As Colvin explains, some groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues; other groups try to keep successful teachers in the profession by giving them opportunities to assume leadership roles or try to change the way teacher unions work so that they are more democratic.

Although learning styles are developmental, teachers can help current learning styles by giving them the freedom to move within the classroom setting to think or talk things out with others.

Or given the blistering criticism heaped upon the program in the Washington Post, blogs, and other media outlets by leadership in teachers unions and the Congressional Black Caucus?

It goes something like this: Step away from federal heavy - handedness around states» accountability and teacher credentialing systems; keep plenty of transparency of results in place, especially test scores disaggregated by racial and other subgroups; offer incentives for embracing promising reforms instead of mandates; and give school districts a lot more flexibility to move their federal dollars around as they see fit.

Interestingly, in this case and in others where district - wide differentiated instruction initiatives were underway, the explicit rationale provided by district personnel was to help teachers ensure that the needs of «high - ability learners» were not being ignored, given the predominant state emphasis on interventions to close the achievement gap between low - and high - achieving students.

In addition, some research, including an ongoing study of measures of effective teaching supported by the Gates Foundation, gives credence to the use of student achievement measures when combined with other measures, such as teacher observations and student feedback, as part of an effective teacher evaluation system.

At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own puteachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own puTeachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own purposes).

«The anecdotes plaintiffs have tried to use as evidence have no connection to these laws and could have been given by students in any other state with widely different laws governing teacher employment,» she said.

Republicans who control both the House and Senate spurned proposals to enact several other demands by striking teachers, including giving raises to support staff, shrinking class size and adding money for more school counselors.

«Although my background and personal experience give me an edge in the classroom that I enjoy sharing with others, I would have never known the kind of teacher I could be if I had not found myself at Valley Academy surrounded by incredibly supportive administrators and master teachers ready to share their wisdom,» Baca said.

This activity allows instructional leaders a glimpse into classrooms that they did not visit, but more importantly, it gives everyone the opportunity to note the language of the quality feedback and examples of reflective questions offered to teachers by other instructional leaders.

Given that defined - benefit pensions (along with near - free healthcare benefits, near - lifetime employment rules in the form of tenure, and seniority - and degree - based pay scales) have been proven to be ineffective in either spurring improvements in student achievement, are a disincentive in rewarding high - quality work by teachers (who get the same levels of compensation as laggard colleagues), and actually serve as a disincentive to luring math and science collegians into teaching, it is high time to scrap this and other aspects of traditional teacher compensation.

The answer is to develop other ways to demonstrate that students taught by a given teacher have learned.

«The first half of his tenure was marked by a series of reforms: closing more than one dozen failing schools and programs and creating several others that have thrived; decentralizing the system by cutting the headquarters staff by more than half; giving principals power over budget decisions; creating choice for city families, and competition among middle and high schools; and signing a landmark pay - for - performance teachers» union contract that was hailed as a model in the nation.

East Helena PTO, for instance, gives each teacher $ 125 to purchase needed items not covered by other funding.

Paul Whiteman, the general secretary of NAHT, warned that giving extra money to some teachers but not others would be «viewed as a kick in the teeth by many existing teachers».

On top of the flexibility created by last year's alternative certification law, CSP's bill would give charters where at least half of students are impoverished the ability to hire teachers who are licensed in other states and those who have completed alternative licensure programs in other states and taught for at least two years in high - poverty schools.

For teacher evaluation pilot districts, DEAC members include: school board representative; elementary, middle, and high school teachers (as applicable given pilot participation); principal; superintendent; central office representative; administrator conducting evaluations; data coordinator; parent; and others as determined by the district.