Sentences with phrase «powerful teaching example»

Not exact matches

Gregory found in Nathan's example a powerful model of how to proceed in a teaching ministry of pastoral care to the rich, who may be blind to their own pride and power and unaware of their own collusion with economic misery.

Teaching by example is your most powerful tool.

In one powerful example of the new capabilities around that time, Carnegie Mellon graduate student Dean Pomerleau used simulated images of road conditions to teach a neural network to interpret live road images picked up by cameras attached to a car's onboard computer.

Which means we adults have a powerful opportunity, and responsibility, to teach by example.

A network of projects that teach children in poor coastal communities how to surf and tell stories as a means of environmental activism, Beyond the Surface is a powerful example of how sport can inspire massive social change.

For example, if I believe that human societies are inherently amoral, unjust, and governed by powerful elites who rig the economic, political, and educational game in their favor, then I might endorse the late Brazilian social activist Paulo Freire's «pedagogy of the oppressed,» wherein students are taught to view social relations in terms of power and domination.

From the earliest years we teach our children that if they have a problem, we have an external tool that will fix it (computers are not the only tools; Ritalin, for example, is a powerful technology that has been scandalously overprescribed to «fix» behavior problems).

For example, if the concept of parallel lines has been taught indoors using print materials and visuals, it can be very powerful then to take students outdoors to find examples of parallel lines in nature.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

For example, within the discipline of history The Stanford History Group and the Roy Rosenzweig Center for History and New Media have emerged as powerful online networks for teacher educators and teachers to support the teaching and learning of history.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

Decades of experience and research have shown that districts generally fail to realize district - wide improvement in teaching and learning without powerful leadership from the central office, but until now the field has had few positive examples of such leadership to draw on.

Nelson Mandela, for example, taught that «Education is the most powerful weapon which you can use to change the world.»

It's not an «educational game» by any means but it will, for example, teach players about Inanna, one of the most powerful and important Sumerian deities.

«He is a powerful example of someone who lives and teaches correct principles.