Sentences with phrase «of teachers questioned»

Kevin Courtney, head of the National Union of Teachers, said a majority of teachers questioned the validity of Progress 8, as they believed the Key Stage 2 results used to provide children's prior attainment did not provide a reliable benchmark from which to measure.

Despite this, three - quarters of teachers questioned said they don't feel equipped to help educate primary school children in this key area of tech literacy and computing skills.

* Almost half of teachers questioned (49 %) say the number one area that would help them encourage children to read more at school is if more parents prioritise reading with their children at home.

The YouGov survey found that 43 per cent of the teachers questioned believed the premium had been effective in improving outcomes for poor pupils, while 19 per cent of respondents said they did not know.

This has led to one of the teachers questioning the advisability of senior examiners writing textbooks in the same subject as that in which they are examining.

5 categories of teacher questions we have identified in our research into classroom discourse.

They address superficial student understanding from the perspective of teacher questioning.]

Function, Type, and Distribution of Teacher Questions in Dual - Language Preschool Read Alouds.

We evaluate the types and cognitive complexity of teacher questions and student responses during an entire lesson.

Not exact matches

Ask all the questions you want, give them all the tests you can think of, call their parents and kindergarten teachers as references, you still won't know exactly what you're getting until they have been with you for several weeks or months.

Contrast that with the average teacher, who peppers kids with 300 to 600 questions a day and waits an average of one second for each reply, and you have a recipe for what I call the «Global Questioning Crisis.»

«You kind of feel you're bothering people,» he said, referring to his requests to sit in the back of classrooms and ask the teachers questions afterward.

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.

High school teachers and professors too often avoid such questions, maybe for the sake of respecting diversity and avoiding conflict, or perhaps out of the kind of sad postmodernism professionalism that echoes Pontius Pilate: «What is truth?

That would not excuse the teacher's criminal intent, actual crime, and deliberate misleading of anyone who questioned the act with the words «musical concept.»

He «was one of the first great teachers to proclaim the basic principle of individualism» the inviolate sanctity of man's soul, and the salvation of one's soul as one's first concern and highest goal,» but «when it came to the next question, a code of ethics to observe for the salvation of one's soul... Jesus (or perhaps His interpreters) gave men a code of altruism, that is, a code which told them that in order to save one's soul, one must love or help or live for others.

The teachers at two different Catholic schools, as well as many years of Cathecism taught me that questioning your faith is a natural and desirable trait, since when your faith wins, it will have grown to be that much stronger.

35 One of them, a lawyer, asked Him a question, testing Him, 36 «Teacher, which is the great commandment in the Law?»

We are so often like the day - dreaming school boy who vaguely hears the drone of the teacher's lesson but when questioned could not repeat a word of it.

Most of the other questions that Jesus asks are the questions teachers would ask their disciples to get them to understand a biblical truth.

Not one of them, Ginia Bellafante writes, «asked administrators a single question about the recent arrest of a teacher's aide on charges that he was physically inappropriate with a male student.

It is a strange picture that we are given of Jesus during these first days in the temple: arguing freely with Sadducees, scribes, and Pharisees; parrying more or less subtle attempts to lure him into statements that could be used against him; answering sincere questions and approving good answers to his own questions; pronouncing fiery invectives against influential teachers who opposed him; lamenting the failure of Jerusalem to respond to his challenge; and then calmly pointing out to his disciples the tiny but sacrificial offering of a poor widow.

When the question is asked as to whether or not the teachers of other religions, such as the Buddha or Confucius, were prophets, no clear answer can be given.

There are thousands of questions we should ask our pastors and teachers, but the most important thing for us is how we approach our pastors with our questions.

From a very young age, I asked lots of questions; I was fortunate to have both Sunday School teachers and ministers who never discouraged questions.

I stated my position on many of the philosophical problems to which my teachers had introduced me, for instance the question of internal and external relations; and I gave arguments for the positions.

In order to assist the pastor, teacher, or student to become more conscious of the social nature and responsibility of preaching, I have formulated five sets of questions.

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.

who, in front of his classmates, is questioned by his teacher as to whether his father comes home drunk.

Those whom we call professional exegetes are then servants of the church who are to help people read Scripture in the light of their own questions not in the light of problems scholars (or their German teachers!)

This inverts the proper relationship between text and interpreter, committing the same kind of blunder as did the schoolboy who was startled out of an illicit slumber by his teacher's question and blurted out that science had indubitably proved all monkeys are descended from Darwin!

Because of my own centering in soteriological questions, and my having allowed the broader theological tradition to define soteriology for me in purely anthropological terms, I had ignored aspects of what my own teachers had said.

Because I spend a good part of my day as a theology teacher in a Catholic high school answering one question, endlessly, day after day, year after year: Why go to Mass?

I don't have a problem with him asking questions, but setting a timeline as if he is in charge of his faith (as if it's not a gift from God) shows that he really shouldn't be a pastor or teacher of the faith.

Students» questions about religion are usually handled with the utmost caution and are referred back to parents and ministers for answering, for fear of reactions by representatives of organized religion to any treatment of religious matters by teachers of another affiliation.

One of these is the desire to safeguard the student by demanding of the teacher an illusory objectivity, as if the teacher had no commitment to a certain field of knowledge, to a method of approaching this field, and to a set of attitudes and value assumptions which are embodied in the questions which he raises.

Kids should be encouraged to ask questions of what they learned from all their teachers (especially religiously biased teachers)

So on the great moral teacher vs son of god question, I vote for none of the above.

The man kneels before the teacher, a genuine act of reverence, showing that he is in earnest and not trying to trap Jesus with his question.

To the teacher of the law who tried to trap Jesus asking the question «who is my neighbour?»

When the history of the Church in our times is written, the question will be asked why, after the summer of 1968 when Humanae Vitae was published, restating the truths on the need for sex to be open to life and within marriage, men like Fr John Edwards were not asked to travel the length and breadth of our land, to publish in our Catholic papers, to speak to our diocesan catechists and teachers.

Questions of Faith won't likely be attractive to what Berger calls «Golden Rule» Christians who embrace the images of «gentle Jesus,» the exemplar and teacher contained in so much Protestant Christian literature.

I thank Brent Slife for his support of my critique of the compartmentalization that prevails in the social sciences and humanities at BYU (as elsewhere, of course), and even more for his valuable work as a teacher and scholar in questioning this compartmentalization.

1 have thought of still others in writing this: Sunday school teachers, that brave breed, who give so much and are so often given too little; and that wonderful, ubiquitous «man in the street» who wants his questions answered without theological indoctrination and in such fashion as to be spared from professional initiation.

For example, at the end of the sermon, the snapshots from the life of the congregation go from the two parents, with whom the congregation can readily identify, to the questions about the acceptability of a Sunday school teacher who has AIDS.

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.

In many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioning.

My question is: If I was your child's Sunday School teacher and your child announced to the class: «My daddy doesn't believe in God» how can I best show the love of Jesus to your child in that moment?

The preacher begins with the text as would any member of his congregation, asking the immediate and spontaneous questions, as in the paragraph above, but now his responsibility as pastor - teacher - preacher demands exegetical work, careful and honest.

When teachers examine themselves and their schools for the sake of discovering how to overcome difficulties or how to improve their work they are quickly led to ask far - reaching questions about the nature and the purposes of education.