Sentences with phrase «hold practices of teaching»

Any polity must be so designed as to hold practices of teaching and learning accountable in this regard.

Not exact matches

Whether becoming a user in practice of the Bitcoin will Teach Life's lessons to the individual is still open to discussion, however, the Bitcoin is taking a strong hold in certain circles in the Big Business community.

Were the Catholic Church to change its teaching and practice, they say, the dam holding back the libidinous urgencies of a licentious culture would collapse completely.

If we add to this the sexual activity of young men of the same age, of gay men and lesbian women at a later stage of life, and that of unmarried and divorced heterosexual couples, it becomes clear that the sexual practice of people in our society is quite different from that held to be normative by the traditional teaching of the churches.

Some background: Rachel Held Evans has made a career out of undermining fidelity to the teachings of Scripture by ridiculing simplistic or non-existent notions of biblical interpretation (hermeneutics), while practicing a flawed hermeneutic of her own that often seems to be little more than an extension of her own ideology.

As massage practitioners look for ways to expand their practice, teaching parents infant massage holds promise for supporting the growth of healthy babies in the natural setting of their homes.

Modern postural yoga, the practice of actually holding poses, originated with early 20th century guru Krishnamacharya, who taught a mix of gymnastic and wrestling moves, Western calisthenics and hatha yoga, a medieval practice all but lost in India for centuries.

Vedas, Upanishads, Bhagavad Gita, Yoga Sutras, Tantra, Hatha, Seat of the Teacher, Yoga's Journey to the West, Yoga Styles, Bandhas, The Five Sheaths, Prana, Nadis, Chakras, Gunas, Doshas, Subtle Energy, Creating Space for Self - Transformation, The Physical Setting, Classroom Set up & Orientation, Class Levels & Prerequisites, Class Etiquette, Waking up the Spiritual Environment, Archetypes & Mythology, Creating Happy Space, Space for Healing, Holding Integrated Space, Teaching who is in front of you, Voice & Language, Basic Elements of Asana Practice, Instructing Asana, General Principles in Physical Cues & Adjustments, Modifications, Variations & Props, Teaching Meditation, Guided Meditation Techniques, When to Meditate, Meditating Amid Flow of Body & Breath, Principles of Sequencing, Basic Arc & Structure of Class, Sequencing within Asana Families, Planning Specific Classes, Chakra Model of Sequencing, Popular Hatha Sequences & Creating your class, New to Yoga, Working with Injuries, Working with Depression, Teaching in Alternative Settings, Working with Pregnant Students, YTT & Certs, Apprenticing, Teaching Opportunities & Remuneration, Business of Yoga, Cultivating Abundance, Preserving Abundance, Regulation of the Profession, Path of the Teacher

But only the former holds the promise of improving the practice of teaching.

The goal of Leading 21st Century High Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high schools.

The left, meanwhile, will need to see that the dream of a single best public - school system, with the teaching profession largely held apart from the usual standards and practices of professional life, simply will not work in 21st - century America.

She has held a vast array of experiences in education including classroom teaching, private practice therapist, educational trainer, resource teacher, and reading therapy training course instructor.

The potential for these focused improvement plans to make a difference in the quality of student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices with the external measures against which they are being held to account.

Using CEL's 5 Dimensions of Teaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their pTeaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their pteaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their pteaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their pteaching and possess the ability to help teachers improve in their practice.

The focus of this session is to consider long - held practices through the new filters of collaborative learning and the opportunities that technology offers to transform teaching and learning.

Teaching to the middle has been considered a poor practice for decades; however, the diversity of the population and the need to hold high expectations for individual students makes small group instruction a significant priority in an increasingly low - income community.

They may investigate questions that are grounded directly in teaching practice, as well as research about important aspects of child and adult learning processes and contexts that hold promise for guiding informed policymaking.

In 15 years of elementary school teaching, Tim earned and renewed National Board Certification as a Middle Childhood Generalist, held multiple leadership positions in the National Council of Teachers of Mathematics, and developed scholarship focused on mathematics teaching practice through the Center for Proficiency in Teaching Mathematics at U-M and the Carnegie Fouteaching, Tim earned and renewed National Board Certification as a Middle Childhood Generalist, held multiple leadership positions in the National Council of Teachers of Mathematics, and developed scholarship focused on mathematics teaching practice through the Center for Proficiency in Teaching Mathematics at U-M and the Carnegie Fouteaching practice through the Center for Proficiency in Teaching Mathematics at U-M and the Carnegie FouTeaching Mathematics at U-M and the Carnegie Foundation.

Shaun holds a Doctor of Education degree specialising in effective practices in teaching writing and motivating adolescent learners.

Better action happens in schools where adults can share their practice, give and receive useful feedback, work collaboratively, and expose, explore and reshape deeply held ideas about students, teaching and learning, and the purpose of schooling.

In addition to other factors that may play a role in a teacher's success — such as a teacher's enjoyment of teaching and motivation and inspiration to teach10 — developing expertise in any field requires intense, sustained, and deliberate practice designed specifically to maximize improvement.11 This is true for professionals as diverse as elite athletes, surgeons, 12 musicians, chess players, computer programmers, and scientists.13 Why wouldn't the same hold true for teachers?

A child should be taught how to hold and care for a ferret through plenty of modeling by adults in the household and then lots of practice.

Sholette holds a PhD in History and Memory Studies from the University of Amsterdam, The Netherlands (2017), he is a graduate of the Whitney Independent Study Program in Critical Theory (1996), University of California San Diego (1995), and The Cooper Union School of Art (1979), teaches studio art and co-directs the new Social Practice Queens MFA concentration at Queens College CUNY, and is an associate of the Art, Design and the Public Domain program of Harvard University's Graduate School of Design.

He held teaching positions at Black Mountain College, the Art Institute of Design in Chicago and the Rhode Island School of Design, and was a founding member of the Society for Photographic Education, a non-profit membership organization that provides and fosters an understanding of photography as a means of diverse creative expression, cultural insight, and experimental practice.

A law graduate from McGill University, Fish practiced mostly in Quebec — though he was called to the bars of Prince Edward Island and Alberta as well — and also lectured at various Canadian law schools including holding the post of adjunct professor at his alma mater and teaching at the University of Ottawa and the Université de Montréal.

Alongside his legal practice Mr Holden has held a number of teaching and professional posts including with Jersey's Institute of Law, where he was the Visiting Professor responsible for the Civil and Criminal Procedure Course for qualifying advocates, Victoria University of Wellington in New Zealand, where he lectured on trusts, equity and succession, and the English Bar Standards Board, where he was assistant chief examiner in relation to civil litigation, evidence and remedies.

Members of the practice hold leadership positions in legal organizations and publications, and teach and lecture at law schools.

Alongside legal practice, Richard has held a number of teaching and professional posts, including: at Jersey's Institute of Law, where he was responsible for the Civil and Criminal Procedure Course for qualifying advocates; at Victoria University of Wellington in New Zealand, where he lectured on trusts, equity and succession; and on the English Bar Standards Board, where he was Assistant Chief Examiner in relation to civil litigation, evidence and remedies.

She holds a graduate certificate in dispute resolution from Marquette University's graduate school, and has taught as an adjunct professor at Marquette Law School in the areas of legal writing and law practice management.

So, they have individual sessions themselves in the academic track but then part of what they baked into the programming was actually going out and attending sessions that are relevant to law schools and faculty, and talking to vendors in the hall and really getting a better feel for what practice management means and why it's so important to start teaching in law school because as we all know they don't, and as a whole, I mean, there is obviously a few schools that do, but as a whole it's not part of a standard curriculum and they are very excited about that and they even have one co-session that they are doing with the incubator consortium that's being held at the exact same time.

During her time spent in community pharmacy practice, Colleen held a teaching assistant position with the University of Toronto International Pharmacy Graduate program.

On occasion, those of us who practice, teach about, and study groups come across a book that provides a fresh perspective by presenting a wealth of information that highlights and summarizes existing knowledge in a novel manner and also introduces newer topics that have not been included in traditional models but hold promise for future development of the field.

I also held the importance of listening and collaboration among peers in high regard, making the commitment to encourage the teaching team through reflective practice.

His mother is a Protestant and his father is a Catholic, and since both of his parents do not go to church and do not hold the same practices in their household, they both end up not taking their children to church or teaching them spiritual values or even about God.

What: An online consultation group When: Monthly, on Fridays, from 12:00 — 1:15 PST Where: Virtual meeting, through Zoom videoconferencing (open to everyone) For Whom: Anyone interested in learning, practicing, supervising or teaching Emotionally Focused Therapy (EFT) Offered by Silvina Irwin, Ph.D., Certified EFT Therapist, Supervisor, and Trainer; and Lisa Blum, Psy.D., Certified EFT Therapist and Supervisor Candidate, and co-creators of «Your Whole Relationship: Sex, Desire, Intimacy and Connection,» a workshop for those completing Hold Me Tight and wanting to explore their physical connection further.

Consistent with the teachings of MBSR and MBCT, I maintain a daily personal practice of sitting meditation and mindful movement, as well as holding the intention to carry mindful awareness throughout each day.

For the past twenty - six years Mr. Russell has worked at The Family Institute at Northwestern University, where he has held leadership positions (director of Community Programs and director of the Master of Science in Marriage and Family Therapy Program); taught and supervised graduate students; and conducted an active clinical practice.