Sentences with phrase «other questions in class»

Activate student knowledge of asking questions by having students ask each other questions in class.

Not exact matches

In my quest to understand how someone could become rich while others stay poor or in the middle class all his life, I've started asking questionIn my quest to understand how someone could become rich while others stay poor or in the middle class all his life, I've started asking questionin the middle class all his life, I've started asking questions.

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.

It is the question so often asked in high school classes, either in relation to thc study of other religions or of missions: Can people be saved without Jesus?

Rather than answer his question on the spot, I told him that I would love for him to attend our church's race class, where he'd be free to explore his questions in community with others.

He makes us do these plays in class where one of us is a non-Muslim and the other is a Muslim, and so the non-Muslim asks all the questions that a kid ever wants to ask but is too afraid to.»

No... I actually began questioning Christianity and all religions when I was in elementary school and in history class while learning about the greek gods and their myths thought «Well... let's see... these people really believed in these gods and those stories... thought they really happened... but there was no evidence they did and we all know they're not real now... so what's different between that and Christianity and other religions?»

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.

That said, some will question how Zaha could even fit into this side with so many other world class attacking forwards in their ranks, as displayed tonight.

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 brings the point that we have a good squad, in fact we have two world class superstars in Ozil and Sanchez, but question is do we have the other players to step up and make the difference?

I may also use your question (anonymously) to help teach other parents - for example, in an e-book or coaching class.

Ask about the childbirth educator's certification background and current status, ask how many couples in the class (fewer than 10 is the goal), ask how long the class runs time-wise, ask if the childbirth educator is employed by a hospital or practitioner's office and other pertinent questions.

Other important questions to ask are who the midwife's assistant is as well as their certification, who is the doctor she works with in case a hospital transfer is required, as well as preparing Dad - to - be for the whole home birth experience by taking classes together, watching videos together and asking him to express any fears or reservations up front so that these issues could be resolved.

@ruakh: That presumption was made by the question, and I did discuss that shared class membership can be less important than other issues, in the last paragraph

Dubbed eRNAs, they were different from other classes of nuclear non-coding RNAs, and raised new questions about their potential roles in the functions of enhancers.

The gym had a private Facebook group where we could motivate or ask questions of other competitors, plus group fitness classes and a weekly weigh - in.

One approach is to ask all the time and be ready for a short discussion before class, some of which may not apply to anyone other than the student in question.

We may question the manipulations of the screenplay to only show these kids in Gruwell's class (how did they manage to pass their other courses with their other teachers?)

Curious about this, I began to use similar open - ended questions in other classes.

You have that student in class that finishes his or her work early, asks lots of questions, gets bored easily and maybe even points out mistakes that others make, including yourself.

A free trial of my best - in - class version is available here: https://www.tes.com/teaching-resource/millionaire-quiz-free-trial-edition-11697409 There are 15 questions, testing children's knowledge of: - Greek city states - Olympic Games - Famous Heroes - Myths - Gods and Goddesses Please see my shop for other gameshows, worksheets, activities and time - saving ideas.

Following a period where students write their answers, students should be encouraged to share their answers orally and respond to each other, allowing an opportunity for students to engage in a class discussion around the questions.

It could be used with a whole class or in pairs, one asks the question, the other answers the question and then they swap roles.

Resources include: Flash Cards for display and learning vocab Matching Pairs Game What's in the wardrobe labeling activity worksheet Clothes «Squares Game» Clothes word search Extension Activity - colours and clothes Lesson Plan The objectives of this lesson are: By the end of the session most children will: • Begin to learn some words for clothes • Know the French words for some of the clothes they are wearing • Be able to respond to questions about clothes The planning is fairly flexible you can spend longer on some parts than others, do activities as a whole class or print multiple resources and work as smaller groups - whatever works for your group of children!

Resources include: Flash Cards for display and matching pairs activity (inc word document so that you can edit) Matching vocab and picture worksheet Fill in the correct transport worksheet Transport wordsearch Transport «Squares Game» Lesson Plan The objectives of this lesson are: By the end of the session most children will: • Be learning to use «I go by... (train, bus etc) • Be able identify some words for various forms of transport • Start to answer questions in French about different types of transport The planning is fairly flexible you can spend longer on some parts than others, do activities as a whole class or print multiple resources and work as smaller groups - whatever works for your group of children!

The discussion question might support the curriculum, focusing attention on the climax, or the author's point of view, or some other element of literature that the teacher has introduced in class.

This resource includes: An editable version of the cards with questions and a blank sheet ready to be filled in with your own questions A non-editable version ready to be printed and used in class The rules in French for your students to play the game and extra ideas on how to use those cards Please check my other resources on No et Moi in my shop: https://www.tes.com/teaching-resources/shop/MllePierre I hope you will enjoy my resources and if you have a question on the game please do not hesitate to contact me or leave me a message.

A teacher would receive an «advanced» score on questioning skill if she asked students to explain their thinking, if the questions involved many students in class, and if the students began asking questions of each other.

Somehow millions of Harry Potter fans manage to complete every book without benefit of leading questions, a teacher's guide, previsioning, or any of the other junk pedagogical strategies that burden American schoolchildren in their English classes.

The question assumes, as in the case of a food - standards specialist for the state of Oregon whose job was eliminated amid tensions with her boss, that the worker isn't protected by a union contract or as a member of a group shielded from employment discrimination based on race, sex, or other protected classes.

Learning preference, in the case of questions posed to the whole class, refers to how some students prefer to silently process the content, keeping their own counsel (Internal Thinkers), while others prefer to talk or express their thinking with an audience as a sounding board (External Thinkers).

* After the students have answered the questions you can collect their worksheets and spend some time reading the answers or asking them to guess who answered what, if they already know each other and it» s you, the teacher, who is new in class.

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.

class discussion questions regarding PACS, alternatives to marriage in other countries, and why marriage trends have changed

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.»

After students have had some time to respond to these questions, facilitate a whole class conversation where students explain why they think Sue was ostracized by the other students in her class.

At least one teacher in every grade uses Star Custom to create five - to ten - question Common Formative Assessments that they share with other classes.»

Sixth grader Courtney Faulden commented that students «are more aware of other people's feelings» because they can «ask questions and express themselves» in class meetings.

You can use higher - order thinking questions in many instances — oral class discussion, quizzes, exit tickets and other classroom strategies, and tests.

Students at High Tech High often teach each other: In one calculus class the students propose their own questions and answer them in front of everyone elsIn one calculus class the students propose their own questions and answer them in front of everyone elsin front of everyone else.

(6) using qualification standards, employment tests or other selection criteria that screen out or tend to screen out an individual with a disability or a class of individuals with disabilities unless the standard, test or other selection criteria, as used by the covered entity, is shown to be job - related for the position in question and is consistent with business necessity; and

If you have any other questions regarding the 2017 Mercedes - Benz S - Class in Chicago IL, please get in touch with one of our Loeber Motors sales team members.

So, the question is — when a C - Class sedan is too impractical and the GLC fits the bill in most other regards, why bother with the wagon?

CLA has poor packaging relative to others in it's size class, so the question remains; wonder if they improved the packaging for China, a market which prefers roominess?

Give us a call if you have any additional questions or want to know of the other differences in the 2017 Mercedes - Benz C - Class Cabriolet trims.

Visit us now at 1000 West Golf Road in Hoffman Estates, IL to check out the current C - Class or any other current Mercedes - Benz model today, or contact Mercedes - Benz of Hoffman Estates online with any questions.

«Learning Ally has given struggling readers the ability to access complex text... students are immersed in deep conversations and high level questioning just like every other reader in the class!

Investment in fractional shares: Like other robo - advisors, at Wealthsimple each customer's portfolio of ETFs — the exact mix of growth, international, fixed income, cash and other asset classes — is based on answers to questions about financial goals, investing experience, financial situation and risk tolerance.

The Board of Directors may decide to submit other specific questions for decision of the members by written ballot cast by First Class Mail, or in accordance with AKC's procedure for Electronic Balloting for AKC Parent Clubs.