Sentences with phrase «more questions in class»

According to Care.com, teachers report that students who build up their confidence via online learning eventually begin to ask more questions in class, too.

Not exact matches

Having lived with a servant of the Word for more than fifty years in three Lutheran churches, I have this question: Why is it that the «white, middle - class, traditional, orthodox theologians» being told that their understanding of the church is no longer relevant, are told this by «white, middle - class theologians?»

If your question were answered, «Yes, there is a God,» you would depart with one more illusion, for you would then suppose that God is in a class with other objects.

I leave aside for the time being the no less crucial question of the role played by the historical critical method in justifying the domination of the rising bourgeoisie over the more fundamentalistic working class and over the texts themselves.

If, abstracting altogether from the question of their value for the future spiritual life of the individual, we take them on their psychological side exclusively, so many peculiarities in them remind us of what we find outside of conversion that we are tempted to class them along with other automatisms, and to suspect that what makes the difference between a sudden and a gradual convert is not necessarily the presence of divine miracle in the care of one and of something less divine in that of the other, but rather a simple psychological peculiarity, the fact, namely, that in the recipient of the more instantaneous grace we have one of those Subjects who are in possession of a large region in which mental work can go on subliminally, and from which invasive experiences, abruptly upsetting the equilibrium of the primary consciousness, may come.

All even — numbered questions were about material we had not gone over in class but which they were responsible for picking up on their own, which I expected would be more difficult.

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

This class includes presentation, plenty of group discussion, and time for questions Information sheet, including tips, online, and local resources Examples of feeding supplies and books will be available This class is suitable for all families, including vegan, vegetarian, and omnivores, breastfeeding, and / or formula feeding, and those who have already started solids but are interested in learning more.

If you have more questions about pumping or storing milk, like how to get the most milk in a pumping session or how long your milk can be stored in the fridge or freezer before going bad, check out our Pumping and Storing video class.

This section addresses three basic questions: Taking AP classes makes students more likely to succeed in college; AP classes help students get into college; AP programs give students college credit so they can get a degree faster and it will cost less

More answers to your questions that aren't covered in any birth or parenting class.

One of the most frequently asked questions I get in my breastfeeding classes is, «How can I get more sleep?!»

Don't be afraid to ask direct questions - if you don't feel good in a prenatal class environment, or you feel pressured into doing something, you will find preparation for childbirth more stressful.

Mayor Bill de Blasio Thursday night fielded several questions about the need for more schools and smaller class sizes in Queens, acknowledging in the second town hall meeting of his tenure that he was in «one of the epicenters of overcrowding in the city.»

So it was more than a little strange, said Katwala with tongue in cheek, that only now we have an Old Etonian as Tory leader is the question of class off the agenda.

NYC Mayor Bill de Blasio last night night fielded several questions about the need for more schools and smaller class sizes in Queens, acknowledging in the second town hall meeting of his tenure that he was in «one of the epicenters of overcrowding in the city.»

Cameron gave a master class in message discipline, deftly turning every question back onto his main point, that a vote for Clegg was a vote for five more years of Gordon Brown.

For a start you're not questioning why working class socialist labour voters went Ukip in the first place, it wasn't some guardian reading, snobbery that the working class are think, therefore are bigoted, so they must vote UKIP as they're nasty right wingers who dint like immigration, the decrease in wages among blue collar workers, due to immigration, is by the bosses seeking immigration to pay lower wages to make themselves more profits, Appeasing implies going along with something through fear of something worse, to agree with controlling immigration, because ex labour voters are going UKIP isn't appeasing it, why would us being afraid of losing is our votes to.

But since then, with Osborne's ill - judged cut in the 50p tax rate always there as evidence, issues of class have combined with questions of competence to make the charge resonate more strongly.

Although I had excelled in science classes as an undergraduate, I was unprepared for the drudgery of lab work, and the funnel of ever - narrower research questions that felt ever more removed from the questions that motivated me at the outset.»

Playing Twenty Questions is a great tie - in to what I start class with the following day — how sometimes we learn as much or more from being wrong as from being right.

When questioned on the shortages, 84 per cent of the respondents claimed that it was having a detrimental impact, with 70 per cent having to use more supply staff, 73 per cent using teachers in subjects that are not their specialist areas, and 25 per cent merging classes.

These personal exchanges often spark deeper conversations, embolden students to ask more probing questions in class, and increase overall participation.

This means it is much more flexible in the classroom as you can set a question, then review the question as a class or you can work your way through a whole test paper at once!

Yet the most striking result from these questions was the fact that the values current in the well - to - do suburban school... were no more oriented to scholastic success than those in the small - town school or the working - class school.

There's One in Every Class «Anyone who's been teaching for more than 45 minutes has been warned about exhibiting favoritism in the classroom And yet I believe the focus on favoritism eclipses another equally crucial pedagogical issueThe question is this: What can be done when you have The Kid you can't stand?»

Studies also find that circular or semicircular arrangements produce more on - task comments, more questions, and fewer indications of withdrawal from the class activity, as compared to seating students in rows and columns (Marx, Fuhrer, & Hartig, 1999; Rosenfield, Lambert, and Black, 1985).

It's fine for the rest of the class, for example, to have to raise their hands in order to ask a question, but young Werther should be allowed to express himself freely because he's so creative, and they don't want his expressiveness thwarted, then that becomes a more serious issue.

The lesson was delivered successfully to a middle ability year 9 class who enjoyed the exploration of a different culture, consideration of African proverbs and development of key exam skills needed to gain confidence before tackling the more challenging questions later in the paper.

Worksheet involves: - collecting data from class - creating tally charts from data - drawing bar charts from data (as worksheet progresses, pupils have to add more information onto the bar chart themselves)- finding the mode - creating a question for others to answer based on their data To edit the chart sections to change class name or numbers, double - click in the chart area.

When the other seniors at Calvary Chapel high school in Murietta, California, joined in the discussion, the class moved quickly from the question of whether the monster in the novel can be blamed for his behavior — since he was abandoned shortly after his formation, and no one taught him right from wrong — to the more complex issue of «whether the monster has a soul.»

You can make a rule that students are not allowed to ask the same student more than one question to ensure that there is movement in the class.

People tend to think that the more difficult it is to get some thing, the more valuable it is, and this raises an important question: Can a premium class — in which you will need to get approved before you get accepted or pass a test — be more valuable than one you can just drop in?

Beatty, who has been using and studying CRS products for more than a decade, acknowledges that the language and purpose of the question cycle, which he says is «to form habits of mind and find the limits of knowledge,» sound more ivory tower than AP Bio, but he contrasts the current norm — the quick and shallow recall of facts required of American high school science and math students — with his larger objective: renouncing the myth of coverage, the idea that what a teacher covers in class matters.

A study involving a class of fourth graders in Germany (Marx, Fuhrer & Hartig, 1999) looked at whether different seating arrangements led to students asking more questions.

We should be calling every aspect of education into question: Should we have more students in a class or fewer?

They should be handed out at the end of class, and include 3 or 4 questions in various formats that assess one or more parts of the objective.

It's a question the students and faculty at Explorations Charter School, a public charter high school located in northwestern Connecticut, found themselves answering more than once as fall classes started earlier this month.

If you are able to integrate this more into your class, these questions can be used as «study questions» in which students break into small groups and investigate the questions.

If you are able to integrate this more into your class, the areas highlighted in the checklist can be used as «study questions» in which students break into small groups and discuss these issues in their school / district.

If you are able to integrate this more into your class, the areas highlighted in the assessment can be used as «study questions» in which students break into small groups and discuss these issues in their school / district.

When students feel comfortable, they are more likely to ask questions in class — Raglin says that if she «feel [s] the teacher getting frustrated, [she] just stops asking questions» — and take risks inherent to learning.

In contemplating these disappointing results, a nagging question, one that strikes at the heart of the standards movement, emerges: Do all students have the necessary motivation to succeed in more demanding classeIn contemplating these disappointing results, a nagging question, one that strikes at the heart of the standards movement, emerges: Do all students have the necessary motivation to succeed in more demanding classein more demanding classes?

Clarity involves stating goals or major objectives and making sure that students know what they are accountable for knowing or doing; carefully outlining a lesson sequence, moving from simpler to more complex ideas; providing instruction both orally and in writing; checking understanding by asking specific questions or obtaining work samples; and providing for meaningful practice and feedback through class work or homework assignments that review all lessons skills and content.

For example, after using the reflection form and thinking about additional questions we had discussed in class, Rodrigo realized that although he had enjoyed using a site filled with English - language - learning games the most, he had learned more when he used an independent reading tool that provided audio and visual support to help the learner access more complex text.

By thinking more carefully about the questions they ask in class, teachers can check on students» understanding while the students are still in the class rather than after they have left, as is the case with grading.

«There tends to be more questions than face - to - face learning because they feel I'm more approachable than raising their hand and asking a question in front of the whole class.

Summary: This «Question of the Week» from Education Week, April 4, 2014 asks «What can we do to get all students in class participating more all the time?»

d) in the One Curiosity Question section, each student will write one question for which they want to know more about, related to the lesson, to stimulate class discussion on topics of interest Question section, each student will write one question for which they want to know more about, related to the lesson, to stimulate class discussion on topics of interest question for which they want to know more about, related to the lesson, to stimulate class discussion on topics of interest to them.

It provides students with longer wait time than do classroom discussions and permits students to consider an issue in more detail than when they must quickly answer a question posed in class.