Sentences with phrase «learning professionals because»

Not exact matches

«People in this category feel underappreciated and bored, and grow frustrated because their jobs lack learning opportunities and room for professional growth,» explains Wilding.

Apparently, I live in a finance blogger bubble because it wasn't until recently when I learned how competitive creative professionals -LSB-...]

The Kode with Klossy Career Scholarship program is a game - changer because it gives women who are working professionals the opportunity to learn something new.

Nial, i learn from you because i know you are a professional trader and i also want to be.your price action strategy does nt only improve my trading but also reduces the stress i gone through while trading.thanks so much Nial, to me you are the greatest mentor and the greatest techer of simplicity trading.love all your articles.

You try consistently to learn, grow, and prepare everyday to equip your mind, body, and spirit with tools to deal with some of those things, but I feel when those moments arise they all give you a sense of unfulfillment, simply because it puts some of your professional journey and goals on a brief hold.

My UNLV education marks the start and foundation of my professional science career, because the things I learned and the activities carried out in the department, were both practical and imaginative.

In the words of Linda Lang, yoga therapist and event organizer, «Come... learn... engage with other like minded people, yoga professionals and healthcare providers who understand that we must practice as if our lives depend upon it, because they do.»

That's too bad, because just about any fitness client can learn tai chi, and any fitness professional can teach it.

I loved it because I got to constantly switch up my hairstyle, try new products + learn how to do my hair like a professional!

I think that becoming certified will be great for my professional career because I feel that so many people can benefit from learning how to practice mindfulness.

Jason started this blog because he is passionate about helping professional developers to get started and confidently apply machine learning to address complex problems.

«Anything that's technically complex, expensive to operate or just plain dangerous is a good base for doing the training in virtual reality because you can do it an unlimited number of times», he says in an article with Learning & Development Professional.

«For example, just because work is undertaken after school hours, does not automatically mean that it is professional learning (e.g., attending a careers meeting at the school; preparing lessons for the following day, which is part of a teacher's role).

Because they benefit from constant learning, top sales professionals need an online learning system they can access on demand, wherever they are.

«That's not to say that all the learning happens in that space, because you sort of follow the line of tweets and click the links... and those things spark interest and professional reading.

This is important, because teachers» beliefs and understandings about their professional efficacy, combined with a belief that virtually every student can learn given the right support and pace of instruction, has been demonstrated to make a difference to how the teacher, and hence their students, actually performs.

Because of this, parents who want their child to enjoy the benefits and stimulation of outdoor activities, but who lack the time and expertise to provide safe supervision, could be well advised to look at entrusting their children to the care of professionals, so that their young ones get the opportunity they need to learn outdoors in safety.

And when you do those things, you have enormous growth... [because] people appreciate the opportunities to talk in - depth about the challenges of practice, and it becomes a vehicle for professional learning instead of just a ritual you go through.

A learning management tool is an essential tool for many eLearning professionals, because it helps them create, maintain, and deploy their eLearning courses, which they have worked hard to develop, so that their audience can have a meaningful eLearning experience.

In the professional learning communities I observe when I travel throughout the country I see dedicated professionals who chose to become educators because of their dedication to making a difference for all students.

While these often take place on a Saturday, those who attend are there not because they need professional development credits, but because they want to learn.

Keeping the idea of brain plasticity at the forefront of your professional practice offers a constant reminder than when students struggle with lessons, it isn't because they can't learn, but because they need more practice and instructional support.

Emily Benner, for one, doesn't worry that the district will lose what it's gained, because its professional learning communities have grown so strong.

Bergamin says some teachers still shy away from using data because they're not confident in their own understanding, so giving staff that professional learning support is important.

Because not everything requires a training solution, learning professionals must consult rather than blindly take orders from customers.

An American teacher working in Japan argues that this also «forces teachers to care about their jobs and be active in their professional learning [because] when you move schools, there's a whole new set of kids [and] they may have certain expectations you have to live up to.»

One reason student voice might not be commonplace in professional learning is because it's not always convenient to capture, but that's changing.

Because of increasing demand for global learning resources, the Asia Society recently launched the Center for Global Education, a website for educators, schools, and parents that offers global education lessons, blog posts, and professional development training that can be purchased for a school or district.

It's not enough to just identify that there are other qualities that are brought to bear because in actual fact being a professional teacher, I believe, is about understanding how these things work with the learning, with the outcomes that you desire.

Although a seemingly common sense concept, researchers have had difficulty substantiating the connection between educator professional learning and student outcomes because of the host of potential variables and the overall complexity of the research.

ALS President Whitford - Narine said in a statement that enrollment trends «do not suggest that students are referred for any reason other than because an educational professional and the student and parent believe that an alternative learning environment is needed.»

Moreover, professional learning activities must be something authentic or applicable to their present situations because it is only when a teacher sees how a tech tool can work or improve instruction, assessment, or classroom management can he or she truly realize the importance of that professional learning activity.

Thus, they miss the chance to learn new skills and knowledge from expert tutors / professionals because of not up to the mark online learning designs.

L&D professionals need to put their learners first in all kinds of strategies, because that is vital to the success of all learning projects.

«The entire learning experience has deepened my understanding of intentional design and quality planning, and because the learning is aligned with the LDC Competencies, I have learned all things at a much deeper level than I have in previous professional learning models.

Leadership effects on student achievement occur largely because effective leadership strengthens professional community — a special environment within which teachers work together to improve their practice and improve student learning.

Pinterest is an educator's dream come true because of its many options for curating and sharing ideas, displaying student work, and building a professional learning network.

Because of the faculty's training and on - going professional development in the field of Mind, Brain, and Education Science, St. Andrew's teachers better know how all students learn.

This is in part because of the complexity of current funding streams, and because schools and districts struggle to determine what counts as a professional learning cost.

Because experimentation with new learning techniques, resources and technologies is natural in the work of the learning commons we find that professional learning and consequently whole school improvement are key outcomes of the framework.

Most learning professionals first turn to games or gamification because they hope to engage or motivate their learners.

Because ESSA sets aside professional development funding for all states and local districts, the National Center for Learning Disabilities has put together a helpful toolkit «for parents and advocates to use in their schools and districts» to advocate for professional development that will improve outcomes for students...

It is because of this research between theory and practice that teachers are turning to social media to inform their professional learning.

One of the reasons that professional learning networks are attractive to educators is because they allow collaboration beyond their school or district.

Because of this distance, they should only be accountable for providing evidence that the professional learning activities they plan and coordinate improve educators» knowledge and skills.

Indeed, when I visited one of their professional learning sessions and talked with new staff at the start of the school year, I was thrilled to hear many of them say that one reason they had applied was because I had communicated to them how important the program was to me and others in the system.

Because the CTIME process is about continual improvement, we think that the actions co-teachers take based on their ongoing professional learning will result not only in their own improved teaching effectiveness, but ultimately in the increased success of the students in their inclusive classes.

«Even after decades of accountability pressures, teachers still struggle with using data to inform instructional practice, often because they receive inadequate data - related professional learning.»

«Because we offer comprehensive course programs that include professional development, lesson planning, practice activities, and built - in assessments, teachers are empowered with a full set of supports and remain solidly at the center of all classroom learning.»

As Darling - Hammond et al. (2009) argue: «The duration of professional development appears to be associated with stronger impact on teachers and student learning — in part, perhaps, because such sustained efforts typically include applications to practice, often supported by study groups and / or coaching.»