Sentences with phrase «of taking responsibility for their learning»

Not exact matches

With so many U.S. corporations racing to the bottom — moving manufacturing to foreign countries for cheap labor and no environmental responsibility, taking advantage of the H1 - B Visa program to bring cheap workers in, lowering benefits and eliminating pension plans — it's refreshing to learn that some companies are taking the exact opposite approach.

It's in applying the lessons and learnings from the book to your own life and circumstances — and then doing the hard work of taking responsibility for, and true ownership of, your stories — where the change starts and the results begin to show.

The most holy, the noblest, the best, the most godlike things about us is our human capacity to learn personhood in responsible self - government (taking up personal responsibility for our own eternal fate) and to share in communion with other persons, and most of all with the unseen God.

Indirect responsibility for the My Lai killing of 347 civilians was not borne by anyone — from the high - ranking officials who learned of the massacre and took no punitive action to Captain Ernest Medina, Lieutenant William Calley's commanding officer.

When the people of the world stop blaming their problems on evil and learn they have to take responsibility for themselves and their actions instead of leaving it up to fate or divine intervention.

However, Theo can learn all of these traits, he has been selected as an out and out striker for Arsenal for only a few months (the tail end of last season and the beginning of this) And after 8 years playing RW it is going to take him time to adapt to CF.. The runs involved are different, the overall responsibilities are different, he will now get the ball in different positions than he is used to, and even different sorts of passes than he is used to, this will take time and patience for him to adapt.

This teaches kids the importance of taking responsibility for their own behaviors and shows the importance of learning from mistakes.

The same holds for the development of bigger skills: taking responsibility, being safe, gaining independence, learning assertiveness, and achieving psychological autonomy.

Much of teenagehood is learning how to take responsibility for oneself.

• The need to exercising self - compassion as you process emotions • Emotional purging in a conscious way to move to an easier parenting journey • Moving passed mindfulness and consciousness to peacefulness • Functioning as a peaceful human being • Moving from «doing» to «being» • The value of peaceful presence, free of emotional trigger, for your kids • Modelling ownership of behavior for your kids • Peacefulness as a practice that takes time • Parenting as an extension of nature: gradually forging new pathways in your relationships and being expansive, not staying «stuck» • The healing power of authenticity with your kids • Aiming for perseverance and presence, not perfection • Exercising compassion for others and recognizing we don't know their struggles • Learning how not to try to control others and focus on self to remain peaceful • Journalling as a practice to release emotions • Finding opportunities for stillness • Releasing others from the responsibility for reading your mind • Shifting to a solution focus to create momentum • Fear: being curious about it to avoid being driven by it • Showing up in your own home to make a difference in the world • Practical ways to nourish yourself • Unconditional love — what does that look like?

It means giving them a sense of power in their own lives and offering them opportunities to make decisions, take responsibility for their actions and learn from their own successes and mistakes.

Barbara will discuss the keys to good parenting: treating kids with respect; giving them a sense of positive power in their own lives; giving them opportunities to make decisions, take responsibility for their actions and learn from their successes and mistakes.

Through our emphasis on community and interdependence, campers learn to take personal responsibility for their world through responsible farming and the conservation of wild open spaces.

Through the Bronx Youth Corps, the students will learn to work as a group, learn about the importance of taking responsibility for their community, and gain the skills to make positive changes in The Bronx and become future leaders.

Postdocs must learn to take responsibility for the development of their own professional potential and marketability.

Active Physics, a course based on the textbook Six Ideas That Shaped Physics by Thomas A. Moore of Pomona College, has its roots in the 1980s when educators, dissatisfied with lecture courses, became interested models of instruction that require students to take more responsibility for their own learning.

Taking responsibility for one's health and well - being can be a long learning process, especially if one was raised to believe that the wisdom for health resides outside of the individual.

Mistakes can affect our self - esteem negatively, but learning to accept and take responsibility for our mistakes is a big part of learning and growth.

She transformed her own life by taking personal responsibility for her health, and has helped countless others to do the same by changing the quality of your food, addressing underlying metabolic imbalances, and learning how to live in harmony with your body's unique biochemical individuality and maximizing its innate wisdom.

It was here that I learned the principle of taking responsibility for my own happiness and slowly but surely I began to find it within myself.

«By learning to take personal responsibility for our own «stuff,» we are able to enjoy the true essence of one another.

Learning to become the source of your own aliveness and committing to taking 100 % responsibility for your pain and joy.

You might think this prodigal would learn to take responsibility for his lies... or humbly accept the consequences of his crimes and change.

Once she learns that she won't receive the money if Lance takes over coaching duties, she finally, grudgingly takes responsibility for the future of a girl who idolizes her.

Many of the best moments in the film involve placing Ben in relief to the younger male employees who become his de facto charges, as they learn the wonders of a briefcase, the power of tucking in a shirt or the importance of taking responsibility for their sloppy cluelessness.

It's not just what students learn at school that prepares them for life, but the environment they learn in and the responsibility they are given to take ownership of their education.

However, no one has shared these findings with the people who are being asked to take responsibility for their learning, many of whom equate learning with schooling.

In place of that old standby, the students took on responsibility for describing their first - hand knowledge of their school day and learning.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Students become autonomous, taking responsibility for every piece of the learning process, and you find yourself sitting back and watching your well - oiled machine work on its own.

We have to let go that image; knowledge exists irrespective of the teacher, and the more we empower, allow, permit, even «force» students to take ownership and responsibility for their learning, the better prepared they will be for the future that awaits them.

Lifelong learning arrangements, particularly those in informal and non-formal settings, can confer a number of benefits: they can provide people who live in countries that do not have universal education with access to learning opportunities on a continuous basis; they can address the problem of conventional formal schooling being too far removed from local cultural and social environments; and they can alleviate economic hardship, particularly for young people in developing countries who may experience strong pressures to earn income to help support their families or, particularly if they are girls, to take on significant responsibilities at home (1, 4).

Includes: Lesson plan to explain Assessment objective sheets Task cards to print which are used to match to the assessment objectives and to put in order of completion Checklist template Weekly schedule for student to fill in what they will complete for each week Encouraged independent thinkers and learners taking responsibility for their own learning.

The principles and strategies of formative assessment are embedded in the lesson (for example, the self - evaluation activity allows for profound reflection on learning and helps the pupils to take more responsibility for their own learning).

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

Most importantly, it takes seriously what it means to understand the relationship between how we learn and how we act as individual and social agents; that is, it is concerned with teaching students how not only to think but to come to grips with a sense of individual and social responsibility, and what it means to be responsible for one's actions as part of a broader attempt to be an engaged citizen who can expand and deepen the possibilities of democratic public life.

A song can improve transitions because it becomes a behavior cue: Students grow accustomed to the length of the song or part of a song and internalize the time they have to move on to the next task, which helps them begin to take responsibility for their own learning.

Care and involvement Following on from community comes care, care for each other and learning to take care of plants, which fosters a sense of responsibility and maturity.

This model involves encouraging students to take and accept responsibility for their own learning and behaviours using questions and statements of fact.

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

For those who do become virtual learners, taking full responsibility for completing courses will encourage self - reliance and independence, and could develop an interest in lifelong learning, according to the paper entitled A Study Into The Effects Of eLearning On Higher Education (Singh, O'Donoghue, Worton, 200For those who do become virtual learners, taking full responsibility for completing courses will encourage self - reliance and independence, and could develop an interest in lifelong learning, according to the paper entitled A Study Into The Effects Of eLearning On Higher Education (Singh, O'Donoghue, Worton, 200for completing courses will encourage self - reliance and independence, and could develop an interest in lifelong learning, according to the paper entitled A Study Into The Effects Of eLearning On Higher Education (Singh, O'Donoghue, Worton, 2005).

Here, Downsborough shares strategies for administrators aiming to build a whole - staff, respectful approach to teaching and learning; an approach where students take responsibility for improving their quality of life.

«The most beautiful part of this conference was this notion that students were taking very seriously their own education and felt a responsibility for crafting learning experiences that...

For training managers, this is an additional responsibility as they have to take care of the learning needs of these employees.

«As this racially and economically diverse cohort has learned together the critical issues of becoming transformative leaders in schools, Maritza has regularly pushed the cohort to take responsibility for their own learning through pointing out ways that they could hold each other accountable for pushing the conversation deeper....

Understanding the nature of a simple choice made by children at bedtime teaches us one of the most important lessons about learning to be responsible: People will only take responsibility for things that they control.

«Students must be willing to take responsibility for their own learning,» says Matt Wicks, director of virtual learning at the Illinois Mathematics and Science Academy, who oversees the Illinois Virtual High School.

For example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeiFor example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeifor improving student learning and wellbeing.

Asking young people to plan out and take responsibility for elements of their safety should be built into outdoor learning experiences wherever possible.

In addressing those questions, a new generation of schools is using models that combine the benefits of personalized learning — accurate diagnosis and individually paced content mastery — with the power of project - based learning — extended challenges that promote deeper - learning competencies such as critical thinking, working collaboratively, problem solving, and taking responsibility for one's own learning.