Sentences with phrase «of teachers in these subjects»

Of course, it is possible to disregard statistical criteria and reward the top 10 percent of teachers in all subjects willy - nilly.

As my first year progressed I found it easy to collaborate with a couple of teachers in subject areas other than mine but for the most part I was alone — on my own when it came to learning, growing, and developing into the social studies teacher I wanted to be.

A DfE spokesman stressed that top military specialists often have relevant experience, particularly in science and technology which could help redress the shortage of teachers in some subjects.

Not exact matches

On top of having one of the best cohorts of teachers in the world (even primary school teachers are required to hold master's degrees), Finland has made hands - on subjects a priority.

Today, Flocabulary has a library of more than 550 educational hip - hop videos that explore a wide range of subjects, including math, science, social studies, language arts, and current events, which are used by teachers in 20,000 schools across the country.

Description: For certified teachers in a variety of subject areas, video - reviewer jobs are a part - time way to use your skills and experience for extra income.

The country was in the midst of a major push to deliver several core subjects — including math and science — in English instead of Arabic and the education ministry needed to recruit thousands of teachers on two - year contracts.

For instance, Confucius Institute teachers report training from the Hanban in how to handle questions about Taiwan and Tibet; they are supposed to change the subject or, failing that, represent both as undisputed territories of China.

Postsecondary teachers instruct students in a wide variety of academic and technical subjects beyond the high school level.

The latter will in all probability come from the humbler walks of life; for the wise and the learned will presumably wish first to propose captious questions to the Teacher, invite him to colloquia, or subject him to an examination, upon which they will assure him a permanent position and a secure livelihood.

I have every respect to those angels and consider bringing such subject up as disrespect for what those do to our world with their kindness... Those nuns and popes were once my teachers in the kindergarden in Aden Colony of Southern Arabia although I was considered as Muslim from Muslim parents... so you can say I hold for them great respect although we are from different religions beliefs...!

It is rather the risk of abuse to which canonical texts are subject that calls upon the teacher to be more restrained than the poets and prophets in the interpretations which he or she allows people to commend to one another.

No teacher should be or need be at a loss to deal intelligently and fairly with most religious issues that might arise in public schools in a pluralistic society, and every teacher can be and ought to be prepared to grasp the religious dimensions in any subject of study and to use sectarian differences to clarify issues and enrich the learning of all.

The project has two subjects, Koko and Michael, who have learned to use American Sign Language (Ameslan), to understand spoken English, and to read printed words.10 Koko's instruction, begun in 1973, is the longest ongoing language study of an ape, and the only one with continuous instruction by the same teacher.

The bill guarantees that teachers will not be subjected to discipline for challenging the science of evolution and climate change in class, and provides guidelines for discussing «the controversy» behind evolution and climate change with students.

Generally positive aspirations are all well and good so far as they go, but they are no substitute for the wise choice of teachers who are expected to cooperate in the teaching of subject material which is «primarily the responsibility of parents.»

The Lilly Foundation funded a gathering of a cross-section of theological teachers and administrators from seminaries, university divinity schools and colleges — Protestant and Catholic, mainline and evangelical, well - known schools and those in the outback — to explore the subject.

Could not all of the helpful counsel in this volume apply to any Christian teacher with a sense of calling in any subject in any venue?

Reminding the church that it was still subject to the judgment of God, he said that «every vehicle of God's grace, the preacher of the word, the prince of the church, the teacher of theology, the historic institution, the written word, the sacred canon, all these are in danger of being revered as if they were themselves divine.

The teacher's approach to such problems might start from three assumptions: (a) the teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated, not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.

For example, one of the charges against Honest to God, almost as soon as it appeared, was that John Robinson had said nothing in that book about «future life» — although the critic must have forgotten that not many years before the bishop had written, while still a theological teacher, a treatise entitled In the End God which is a considered and very interesting and suggestive discussion of exactly that subject as well as of the related aspects of «the last things»in that book about «future life» — although the critic must have forgotten that not many years before the bishop had written, while still a theological teacher, a treatise entitled In the End God which is a considered and very interesting and suggestive discussion of exactly that subject as well as of the related aspects of «the last things»In the End God which is a considered and very interesting and suggestive discussion of exactly that subject as well as of the related aspects of «the last things».

National Association of Teachers of RE (NATRE) has accused the Government of fueling the decline in the subject, Ed Pawson, Chair, NATRE said: «While it's encouraging to see a continued increase in the number of students taking the full course GCSE in RS, the overall decline in the number of entries is a major concern.»

National Association of Teachers of RE blames Government policies for declining student interest in the subject.

Last year, 42 % of RE teacher training places were unfilled and almost 50 % of RE lessons in secondary schools are delivered by teachers who are not qualified in the subject.

Subject experts have also warned that by not contributing anything towards RE teacher training, the government would see a decline in the quality of religious education in schools.

However, teachers in this field must be particularly careful to emphasize the objectivity of their treatment of their subject matter.

St Mary's has a strong tradition behind it — founded in the 19th century by the Vincentian Fathers as a Catholic teacher - training college, in the past decade it has become first a College offering courses in a range of subjects, and now a fully - fledged University.

Daniel Hugill, Chair, National Association of Teachers of RE (NATRE) said: «It is clear that not all students receiving their results today were offered the chance to study this important subject, which is reflected in the decline in entries.

The Supreme Court interposed unsupported conclusions about the teachers in elementary and secondary parochial schools and concluded that the difficulties involved in avoiding the teaching of religion along with secular subjects would pose intolerable risks.

The teacher meets the student in the area of the subject matter: he teaches him to cultivate the soil, and they work on the ground together.

The class teacher oversees the main lesson, while special subject teachers instruct in their areas of expertise.

Scaffolding the main lesson are handwork and woodworking, Mandarin and Spanish, strings and music, eurythmy and movement, and more — all taught by specially trained teachers in a wonderful coordination and harmony of subject material throughout the curriculum.

The teacher has the time to enter each subject in depth and approach it in a variety of ways, enlivening each topic with poetry, drawing, painting, modeling and drama.

Special Subject teachers bring their gifts in the areas of foreign language, Eurythmy (rhythmic movement), games (physical education), music, the arts, educational support, and an array of crafts and practical arts.

In English Literature from McGill University, an MA in Art Theory and Criticism from Art Center of Pasadena, a Multiple Subject Credential, a Single Subject Credential in English from Chapman, and she is currently enrolled in the Waldorf Teacher Training Program at the Waldorf School of Orange CountIn English Literature from McGill University, an MA in Art Theory and Criticism from Art Center of Pasadena, a Multiple Subject Credential, a Single Subject Credential in English from Chapman, and she is currently enrolled in the Waldorf Teacher Training Program at the Waldorf School of Orange Countin Art Theory and Criticism from Art Center of Pasadena, a Multiple Subject Credential, a Single Subject Credential in English from Chapman, and she is currently enrolled in the Waldorf Teacher Training Program at the Waldorf School of Orange Countin English from Chapman, and she is currently enrolled in the Waldorf Teacher Training Program at the Waldorf School of Orange Countin the Waldorf Teacher Training Program at the Waldorf School of Orange County.

Sure, the resulting panic may pass, but you have lasting residual effects: - a disconnect from this teacher - estrangement from the learning process and education in general - physical avoidance from the teacher, subject, classroom, etc. - loss of learning.

Working as an Early Childhood Assistant for a reading specialist and later in grades 1 - 3, Pam became more aware of the pressure on teachers to push children to learn subjects faster and earlier than perhaps their development warranted.

Of the many subjects taught in the eight - year cycle of a class teacher, few are more challenging than the science main lessons of the 6th, 7th, and 8th gradeOf the many subjects taught in the eight - year cycle of a class teacher, few are more challenging than the science main lessons of the 6th, 7th, and 8th gradeof a class teacher, few are more challenging than the science main lessons of the 6th, 7th, and 8th gradeof the 6th, 7th, and 8th grades.

Speaking about Agricultural Literacy and Food System Education was Sue Knott of Minnesota Agriculture in the Classroom, an organization with a huge wealth of online resources for teachers to integrate nutrition education into existing subject areas.

Bringing their gifts and expertise in their area of specialization, subject teachers complete the breadth and depth of the Waldorf curriculum.

Subject teachers play an essential role in the life of every Waldorf school — and in the experience of every Waldorf student.

Waldorf elementary (or «class») teachers integrate storytelling, drama, rhythmic movement, visual arts, and music into their daily work, weaving a tapestry of experience that brings each subject to life in the child's thinking, feeling, and willing.

Upon their return, special subjects teachers provide instruction in various topics such as foreign languages (French and German), fiber arts, music, woodwork, sustainability, physical education, and eurythmy (a form of body movement that incorporates elements of dance, balance, poise and athleticism).

One topic is studied for three or four weeks, allowing the teacher to cover a subject in - depth, using a variety of approaches.

In this workshop, grades 1 - 8 class and subject teachers will receive instruction in the basics of how to create beautiful chalkboard drawings and how to approach Main Lesson book drawings across the Waldorf lower and middle school curriculIn this workshop, grades 1 - 8 class and subject teachers will receive instruction in the basics of how to create beautiful chalkboard drawings and how to approach Main Lesson book drawings across the Waldorf lower and middle school curriculin the basics of how to create beautiful chalkboard drawings and how to approach Main Lesson book drawings across the Waldorf lower and middle school curricula.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Both types of courses are professional development workshops that model, teach, and encourage teachers to use inquiry - based, hands - on methods of teaching STEM subjects in their classrooms.

As Director of Curriculum for District 65, Kellie Bae works with principals, assistant principals, district committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy and goals.

This can not be done in a classroom where twenty - five children congregate with one teacher... The learning disabled child should not have to share his teacher with more than six to eight other children, at least not during those portions of the day when the key subjects — reading and arithmetic — are being taught.»

Ultimately, the needs of the student are met by the Waldorf curriculum itself; in addition to the class teacher, the students experience continuity and expertise through involvement with subject teachers who teach handwork, movement and games, a world language, eurythmy, sculptural arts, gardening, music, and fine arts.