Sentences with phrase «play model teach»

What can Facebook's pay - to - play model teach us about the future?

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

Sarah is a frequent speaker and guest lecturer, and her research focuses on teaching play, social skills and language to children through video modeling.

Meet up with people in a place your child can play, teach your child about interruption and why it's wrong, schedule your calls to when your child is sleeping, and try to model your child's behavior by setting a good example with your behavior.

You can help teach your child to be gentle by modeling the behavior yourself, by having your child role play with a doll or stuffed animal, and by helping your child to be aware that her movements and tone of voice are just as important as gentle touch.

They supplement NAYS Coach Training with Character Counts programs to help coaches teach their players how to play with values like respect and fairness, and the coaches even learn how to be better role models along the way.

When teaching children how to safely play games, parents should use a book to model the game.

«The adult will play a teaching role that involves some level of modeling, and offer reminders or suggest how to clarify a dispute, i.e. «Let's look at the rules.»

Teaching computers to play games also shows researchers how to model the human mind more effectively.

Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool (for example, musical notes to teach fractions); incorporating arts into other core classes (writing and performing a play about, say, slavery); creating a school environment rich in arts and culture (Mozart in the hallways every day) and hands - on arts instruction.

Learning through play One of the major benefits of the Code Club model is the fact that the club sessions are run outside of a formal teaching environment.

How can parents serve as role models and have open conversations with their children that acknowledge the role technology plays in students» social lives while also teaching them the invaluable skill of balancing their social lives with personal goals and success?

Throughout school year, counselors or other specially trained instructors — using methods such as modeling, role playing, self - monitoring, and generalization strategies — teach students to interact socially in a positive way.

The activity itself provides preservice teachers with a model of teaching and learning strategies that they can utilize in their future classrooms — including empathetic role - playing, historical think - alouds, and group decision - making.

My time as a teacher in the public school system, educational consultant, and mother of three children who attend a Denver area charter school has taught me that charter schools and the autonomy, choice, and diverse models of education they represent play an important role in making sure that each student and family has access to a high - quality school that is most suitable for them.

Recommended Strategies: Intrinsic Provide constructive and consistent feedback Give choices, focus on interests Vary teaching styles to accommodate learning styles Provide for active and experiential learning (e.g., role plays, simulations, case studies, projects, internships) Use bibliotherapy and biographies Use mentorships and role models Adopt an education that is multicultural — culturally relevant and personally meaningful, an education that provides insight and self - understanding Have nurturing, affirming classrooms

The idea behind TPC is to take in as many animals as possible to train, socialize, and to use this teaching humane society model to role play appropriate reactions and interactions to the pet as a whole.

The arts can and should play a role in addressing inequities, modeling inclusion, and teaching empathy.

She insists on the importance of unstructured play time, teaching life skills through chores, teaching children how to think using conversation models and proper questioning, preparing them for hard work by setting high expectations for their help at home, and normalizing the idea of struggle, which is something so many parents try to erase on behalf of their children.

Minnesota About Blog Father Geek is a blog dedicated to any and all adult role models who teach children important life lessons through their geeky passion and hobbies by way of play.

Play therapists can also model positive behaviors so that they replace the child's current problematic ones, teaching children concepts they may not be familiar with owing to their background, such as the difference between sharing and being selfish or between cooperation and fighting.

My mother did not only talk about these things, but modeled these things as she taught me to advocate that girls should be allowed in shop class or to not stand at a school assembly when the Green Beret song was being played as we were learning about the atrocities committed in Vietnam.

Using a format of didactic instruction, demonstration play sessions, required at - home play sessions, and supervision, parents are taught basic child - centred play therapy principles and skills, including tracking, responsive listening, returning responsibility to children, the ACT model of limit setting, and how to structure weekly 30 - minute play sessions with their children using a special kit of selected toys.

Filial therapy is a structured and time - limited training model in which parents of young children are trained in play therapy skills, similarly to how therapists are taught in graduate school, with the goal of empowering parents and caregivers to be the change agent for their child instead of having to rely on an «expert» to «fix» whatever their child's struggle or problem.

Its basis is in cognitive behavioral approaches, social learning theory, modeling, and a strength - based emphasis on actively teaching and role - playing skills that promote positive client and family outcomes.

Using a format of didactic instruction, demonstration play sessions, required at - home play sessions, and supervision, parents are taught basic child - centered play therapy principles and skills including tracking, responsive listening, reflecting feelings, returning responsibility to children, the ACT model of limit setting, building children's self - esteem and how to structure weekly 30 - minute play sessions with their children using a special kit of selected toys.

During the 10 -16-day workshop training, active teaching techniques provide abundant opportunity for practice (e.g., modeling, video demonstrations, role play, and experiential exercises, video - recording of practice followed up with direct feedback).

Active teaching that includes modeling, role play and other experiential exercises that provide opportunity for practice with coaching

Specific techniques include modeling, role - playing, positive reinforcement of appropriate behavior, and teaching alternative behaviors.

His observation is particularly poignant in the context of SECD: Although teachers play a crucial role in transmitting SECD skills, many teachers are inadequately prepared to teach and model these skills explicitly.

Groups also offer the educators and counselors the opportunity to teach students some vital coping strategies such as anger management skills, relaxation techniques, and social skills training via role - play and modeling.

Specific intervention practices can be further classified based on intervention content (such as increasing knowledge of typical child development, increasing parenting self - efficacy, and improving discipline and / or behavior management strategies) and delivery techniques used to engage parents and teach relevant content (such as group discussions, homework assignments, role - playing, and modeling).

The key treatment objectives of CARES are: (a) to enhance attention to critical facial cues signalling distress in child, parents and others, to improve emotion recognition and labelling; (b) improve emotional understanding by linking emotion to context, and by identifying contexts and situations that elicit child anger and frustration; (c) teach prosocial and empathic behaviour through social stories, parent modelling, and role play; (d) increase emotional labelling and prosocial behaviour through positive reinforcement; (e) and increase child's frustration tolerance through modelling, role - playing, and reinforcing child's use of learned cognitive - behavioural strategies to decrease the incidence of aggressive behaviours.