Sentences with phrase «like teaching quality»

It is difficult to measure something like teaching quality, however.

We are so pleased that you liked the teaching quality we provide.

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

When Samuel commented on why it was wrong to sell Lucas Perez you brought up stats between Walcott and Perez and in that you proved using the stats why Walcott is better.If Wenger didn't have blond love for some of his players then why did he keep benching Perez when he was performing yet the average guys always got a look in the squad.So if there are stats which prove Walcott is better aren't there stats which also prove Perez is better?Think about that.You also said Perez is not as good as some of us make out.The funny thing is yesterday we had an argument on Giroud and I also tried to imply that Giroud is not as good as we make out and you opposed.You always kept bringing stats up to defend him.Do you know if Bendtner or Chamakh had scored 25 goals for Arsenal in any season they'd still have been regarded as average.You know why?Because quality has nothing to do with stats and is just a kind pf talent or state.It seems to me that you think you know it all.You also denied the fact that Wenger likes French players and that if Perez was French he wouldn't have been out in one season stating other players as examples.It seems to me that you deny things which are clear for everyone to see.If you think you know better than everyone go and teach Wenger how to win the trophy this season.

Rather than trying to «teach» skills like grit and self - control, he argues, we should focus instead on creating the kinds of environments, both at home and at school, in which those qualities are most likely to flourish.

Because noncognitive qualities like grit, curiosity, self - control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on.

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

What is emerging is a new idea: that qualities like grit and resilience are not formed through the traditional mechanics of «teaching»; instead, a growing number of researchers now believe, they are shaped by several specific environmental forces, both in the classroom and in the home, sometimes in subtle and intricate ways.

Barefoot Books started in 1993 with the beliefs that it's never too early to teach children about other cultures, that kids should be given the opportunity to appreciate high - quality art just like adults, and that children should be able to enjoy the music and meaning of language from an early age.

In recent years, the idea that educators should be teaching kids qualities like grit and self - control has caught on.

While this may not sound like a discipline strategy, just wait: If you've taught your child to be cooperative, you can call on this quality when you need it.

Like psychologist and author Madeline Levine, whose recent book Teach Your Children Well instructs otherwise well - intended parents to value character ahead of achievement, Tough finds evidence that children of the well - off are often denied the hard life experiences that would allow them to develop the qualities that breed success.

For instance, I spent about 10 years trying to convince 6 out of 8 teaching hospital research groups to consider adopting double data entry or other data quality measures like the 2 other teaching hospitals with zero impact (all in the same city).

This is a reflection of the Ayurvedic teaching of Like Increases Like - when we are exposed to certain qualities in the environment, our food and other sensory impressions, these same qualities are increased in our body and mind.

The characteristics of black women are new to many white men and black women like showing off their special traits, teaching their man about their unique qualities and being appreciated for them.

Our latest publication, «How to create higher performing, happier classrooms in 7 moves: A playbook for teachers,» offers to blended - learning classrooms an early iteration of what Doug Lemov's Teach Like A Champion gave to traditional classrooms: detailed descriptions of specific teacher moves that define high - quality, student - centered teaching.

Clearly, if you want to make decisions about quality of teaching and the impact of school programs, you must examine not what children know on one occasion, like today, but how their knowledge and skills change over the course of their entire exposure to the teacher or the program.

During the consultation we need to consider what this will look like, alongside whole school issue around quality first teaching.

Ballard's Habits, Community, and Culture class teaches social - emotional skills and what his school calls Habits of Success — promoting qualities like positive academic mindsets and emotional intelligence that are linked to college readiness.

While Hart (2003) described trying to define spirituality like «trying to hold water in our hands» (p. 8), some scholars such as Claxton (2002) have boldly listed spiritual qualities that can be taught to students, including aliveness, belonging, an affinity with the unknown, and peace of mind.

In a review of his book Teach Like a Champion for Education Next, I noted Lemov's approach promised to change the conversation about classroom practice from «teacher quality» to «quality teaching.»

Stories like this have driven Waldo since his post-college job teaching English and improvisational acting to inner - city students in Providence, R.I. «It's incredibly powerful to see the kinds of sacrifices that parents and children are willing to make to get a quality education,» he says.

A Department for Education spokesman said: «We are also investing millions to raise the quality of teaching in languages and science through initiatives like the Science Learning Partnership, which benefited more than 2,600 primary schools last year alone.

And we would do well to shed the long - held assumption that we know how to help 3.5 million individual teachers become masters of their craft, instead giving consideration to some new ideas about what schools or the teaching profession itself might look like — ideas that could have a much broader impact on instructional quality.

More focused instructional and teacher quality strategies — like implementing the Common Core standards or improving teaching through better evaluation systems — are more likely to result in big gains, it seems to me.

«We are spending all this energy to improve the quality of teaching but have no systematic way to gauge what that teaching looks like,» Hill said.

We actually disbanded the hierarchical structure, and one of the things that you will see is that we actually have an operational strand, because one of the things in a school is that there are so many operational things that have to happen day to day, every day, that have to run like clockwork so the teachers can do their quality teaching and learning.

According to this point of view, certification is necessary to ensure teacher quality, because teaching, like other professions (law, medicine, the sciences, and so forth), requires mastery of an esoteric body of substantive and pedagogical knowledge that can not be obtained without undergoing a rigorous training program.

So we have to be more than just good at teaching the curriculum, we must embody those qualities we would like to develop in the children we work with.

The 1 - to - 1 program with software like OneNote has become an integral part of teaching and learning because it facilitates student collaboration, provides increased opportunities for differentiation of instruction, and increases the quality and quantity of feedback.

There's huge attention to the idea of effective teaching, quality teaching, and from my research background and my knowledge of what's occurring in places like New Zealand and Canada (where I am now), I just believe that there was real need for us to qualify what we mean by «effective teaching» by drawing from Aboriginal and Torres Strait Islander voice.

So one of the key questions in that written reflection is «Are there particular suggestions you'd like to make to the leadership team for the college to improve its quality of teaching and learning based on the domains of the NSIT?»

But, the concern that has been voiced, in places like New Zealand, is that when we talk about quality teaching, it's likely that this needs to be grounded in more of a sociocultural imperative.

If you'd like to read a review of the current context for teacher accreditation in Australia, and consider my model for quality in teaching please download Australian Education Review 61, Building quality in teaching and teacher education (Bahr & Mellor, 2016).

«A question about what does quality assessment look like for teaching and learning is really a different question,» she says.

The Tempered Radical This award - winning blog discusses topics like education policy, classroom technology tools, and teaching quality.

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

And for years the market has offered products like lesson - plan banks, tools to align lessons to state standards, and more recently, subscriptions to digital content providers (such as Discovery Education) that allow instructors to embed high - quality video, music, or graphics into their teaching.

Could it really be that the only way the district was assessing the quality of its teachers was to ask them if they liked the teaching experience?

More focused instructional and teacher quality strategies — like implementing the Common Core standards or improving teaching through better evaluation systems — are more likely to result in big gains.

While agreement is growing over the understanding that quality teaching is the most important variable in student learning, I find all too often school leaders responsible for observing teachers on the job don't know what quality teaching looks like.

They have a shared instructional language that lets people talk back and forth about what high quality teaching should look like, and a common language and set of goals let's faculty work together to measure their progress towards those goals.

There is no concern with the quality of education, the services to children, the dignity of the teaching profession — instead, Paul Vallas and reformers like him (Adamowski) have presided over the wreckage of some of the largest school districts in the nation.

In our best schools, everyone in the building has a shared vision of what high quality teaching and learning looks like.

«Inspectors should not grade an aspect such as teaching, unless circumstances are exceptional, without considering the broad range of evidence that they can gather during a visit to a lesson — for example, the behaviour of the students and how well they are managed, subject knowledge, the standard of work completed in books, the quality of marking and so on — and use this to come to a view about what teaching is like for those students and its impact on their learning over time.

Sites like YouTube, Teachers Pay Teachers, and Teaching Channel offer quality educational content that can improve teachers and their classrooms.

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

Supporting initiatives, like those led by the National Board of Professional Teaching Standards, will equip educators with the training they need to deliver high - quality learning opportunities for all students,» said La June Montgomery Tabron, WKKF president and CEO.

In addition to codifying what «quality teaching» looks like in practice, such standards could create the foundation for several subsequent actions.

Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school leaders have a shared vision and common language on both the definition of instructional leadership and the description of effective instructional leadership behaviors.