Sentences with phrase «often taught some model»

Early childhood educators are often taught some model of early childhood developmental domains - physical, intellectual, language, emotional, social, referred to as the acronym PILES (alternatively, PIES or SPICE).

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

This often means people airing their concerns, such as, «I feel we need more opportunities to develop our leadership, as well as classroom teaching, and at present, this model doesn't offer this.

As a teacher, I would find it impossible to enact the model you are suggesting, where individual (and often transient) preferences of students must influence what learning activities they are given and how teaching is to be implemented.

This dynamic learning model breaks with the dusty forms of frontal teaching that often create classrooms of «lonesome togetherness» — students who may sit together but live worlds apart.

Whilst teaching on a teacher training course, I am often challenged, or should I say, the theories and models are challenged, by the cohort of teachers I have in the lessons and lectures.

«Teacher's assigned to develop timetables in schools are often busy with other roles, such as administration, or they are teachers without classes to teach, and they don't have the time to sit there and model something as effectively as they'd like,» she says.

Let students be the experts in the gameplay while you facilitate the learning experiences: Introducing video games like Minecraft disrupts the hierarchical model of teaching because students often know more about the medium than their teachers.

And school districts and teachers that once felt threatened by the surge of online education are embracing the technology, often in a hybrid model that blends face - to - face learning with digital teaching and curricula.

Their business model often involves a high turnover of teaching staff, because teachers are expected to work long hours, sometimes sixty to seventy hours weekly, plus be available by cellphone at all hours to their students.

The programs shared seven common features: they were focused on the subject areas that teachers teach; incorporated active learning; supported collaboration; used models and modeling to demonstrate effective practice; provided expert coaching and support, offered opportunities for feedback and reflection, and were sustained in duration, often unfolding over months or years, rather than occurring in a single, «drive - by» after school workshop, as is often the norm.

This kind of flexible / adaptable knowledge and skills, rather than models of leadership that all too often prepare teaches to deliver canned workshops or facilitate very specific strategies, is critical.

We find it important to note that researchers, who often represent opposing views about the characteristics that define effective teaching, do agree on the dangers of using the VAM student growth model to measure teacher effectiveness.

I think the reason camps do well with such a staffing model and schools often fail with much better prepared new hires is that camps have active and competent management — or go out of business — while school administrators often seem to have come to that career field by being too stupid to teach.

Teachers should use summative assessments to frame meaningful performance goals, show criteria and models in advance, assess before teaching, offer appropriate choices, provide feedback early and often, encourage self - assessment and goal setting, and allow new evidence of achievement to replace old evidence.

In the standard educational model, blended learning often refers to the use of laboratory equipment or computers to complement the class sessions and strengthen the teaching process through practice and the application of theories learned in class.

The model takes the traditional instructional strategies that are often taught in teaching - credential programs and asks the teacher to go the extra mile to reach marginalized populations.

These themes, or fundamental principles, reach beyond the traditional teaching models used to address the needs of marginalized students who are typically left behind — too often our African American and Latino students.

Barth points to five obstacles: administrator resistance, the taboo in teaching against elevating oneself higher than one's peers, the fact that teachers» plates are full, the adversarial relationship that often exists between principals and teachers, and the new push to bring business model thinking into schools.

• The «blended learning» model of education exemplified by the Rocketship chain of charter schools — often promoted by charter boosters — is predicated on paying minimal attention to anything but math and literacy, and even those subjects are taught by inexperienced teachers carrying out data - driven lesson plans relentlessly focused on test preparation.

What's too often missing from the discussion is the effect of the grade - level model itself, not just on students, but also on the practice of teaching and learning.

In each setting, she made a point of modeling her practices, often encouraging other teachers to observe her work — not only to demonstrate specific teaching strategies but also to highlight the ways she interacted with students and made the classroom a safe space for them.

Though professional development is often taught by district officials or outside consultants, Celine Coggins, chief executive officer of Teach Plus, says teachers leading other teachers is a better model.

Working predominantly under the sunlight of Pennsylvania and Maine with models who are most often her own three children, Madigan seeks to find «the essential truth in the teachings of nature; death and life as a continuum; the temporary nature of the body; and the struggle between human desire and spiritual evolution.»

Working predominantly under the sunlight of Pennsylvania and Maine with models who are most often her own three children, Madigan seeks to find «the essential truth in the teachings of nature; death and life as a continuum;

February 2, 2010: Felix discussed the CalCars story with two classes at the Harvard Business School taught by Assoc. Prof. Mary Tripsas, focused on the «Entrepreneurial opportunities [that] often exist when industries are either created or transformed by innovation: new products, new business models, and / or new technologies [and how] The pursuit of these opportunities, however, creates challenges for both start - ups and established firms.»

Human relationship skill building is often seen as an «add - on,» or something that can't be taught, but these skills can be refined through conversation, modeling and recognition.