Sentences with phrase «responsibility for their learning by»

Unfortunately, even those students who aim toward higher education — who take responsibility for their learning by working hard and completing their assignments — too often find themselves woefully unprepared for college.

Not exact matches

Then he shares practical advice for how to break free from the blame game by taking appropriate responsibility for our actions, learning from our mistakes, and giving others the credit they are due.»

Showcasing dozens of practical examples of successful companies doing well by doing good ranging from solo entrepreneurs to Fortune 100 global corporations) anyone with the responsibility for any manner of commerce can learn how to heal the world while gaining the practical marketing savvy to turn ethical and moral values into business success.

I learned this not from a class in feminist studies, but from Jesus — who was brought into the world by a woman whose obedience changed everything; who revealed his identity to a scorned woman at a well; who defended Mary of Bethany as his true disciple, even though women were prohibited from studying under rabbis at the time; who obeyed his mother; who refused to condemn the woman caught in adultery to death; who looked to women for financial and moral support, even after the male disciples abandoned him; who said of the woman who anointed his feet with perfume that «wherever this gospel is preached throughout the world, what she has done will also be told, in memory of her»; who bantered with a Syrophoenician woman, talked theology with a Samaritan woman, and healed a bleeding woman; who appeared first before women after his resurrection, despite the fact that their culture deemed them unreliable witnesses; who charged Mary Magdalene with the great responsibility of announcing the start of a new creation, of becoming the Apostle to the Apostles.

Indirect responsibility for the My Lai killing of 347 civilians was not borne by anyone — from the high - ranking officials who learned of the massacre and took no punitive action to Captain Ernest Medina, Lieutenant William Calley's commanding officer.

Parents and teachers can teach the democratic principle of the limitation of powers by carefully defining the areas of adult responsibility for the young and by making plain the widening dimensions of liberty for those who learn to accept the disciplines of responsible freedom.

When one wonders what holds the man together, enables him to bring equal enthusiasm to his practical decisions and his pastoral and proclamatory function, one learns that he is held together (if he is) by his public role of responsibility for the external advancement of the congregation.

But there is an ignorance about one's own life that is equally tragic for the learned and for the simple, for both are bound by the same responsibility.

By holding your child accountable for his normal responsibilities, you're helping him learn to manage his emotional world, no matter what.

• The need to exercising self - compassion as you process emotions • Emotional purging in a conscious way to move to an easier parenting journey • Moving passed mindfulness and consciousness to peacefulness • Functioning as a peaceful human being • Moving from «doing» to «being» • The value of peaceful presence, free of emotional trigger, for your kids • Modelling ownership of behavior for your kids • Peacefulness as a practice that takes time • Parenting as an extension of nature: gradually forging new pathways in your relationships and being expansive, not staying «stuck» • The healing power of authenticity with your kids • Aiming for perseverance and presence, not perfection • Exercising compassion for others and recognizing we don't know their struggles • Learning how not to try to control others and focus on self to remain peaceful • Journalling as a practice to release emotions • Finding opportunities for stillness • Releasing others from the responsibility for reading your mind • Shifting to a solution focus to create momentum • Fear: being curious about it to avoid being driven by it • Showing up in your own home to make a difference in the world • Practical ways to nourish yourself • Unconditional love — what does that look like?

Learning the job of motherhood is hard enough without the distractions of responsibilities outside the home, but when you're trying to maintain your identity as a working woman you have an intensified need for the lessons taught by breastfeeding.

You breastfeed a baby on demand, sleep with said baby, likely carry baby around with you for a while, had older children play with younger (or family) as they aged, they took on responsibilities and learned by watching, you had help from other women to get what needs to get done, done, and so on.

By engaging students in class, professors give students more responsibility for their own learning.

Active Physics, a course based on the textbook Six Ideas That Shaped Physics by Thomas A. Moore of Pomona College, has its roots in the 1980s when educators, dissatisfied with lecture courses, became interested models of instruction that require students to take more responsibility for their own learning.

We believe all people should take responsibility for their health by learning how human body functions and how to optimize this process.

She urges you to take responsibility for your own health by learning about alternative treatments for your health conditions.

Wendy urges visitors to take responsibility for their health by learning about alternative treatments for their health conditions.

She transformed her own life by taking personal responsibility for her health, and has helped countless others to do the same by changing the quality of your food, addressing underlying metabolic imbalances, and learning how to live in harmony with your body's unique biochemical individuality and maximizing its innate wisdom.

«By learning to take personal responsibility for our own «stuff,» we are able to enjoy the true essence of one another.

Even though Russia is still a strongly traditional society and a mother remains by far the dominant female archetype in Russian culture, historically women in Russia often have had to take on greater responsibility for the family and learn to survive due to country numerous wars, revolutions and economic collapses.

Matters such as charges, sentencing and bail conditions are determined by police and the courts while education authorities — public and private — have a responsibility to provide safe learning environments for students and staff.»

Encourage students to take responsibility and ownership for their learning by involving them in the goal - setting and assessment process.

By partnering with them and building opportunities for autonomy, we begin sharing the responsibility of making learning personal.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

First, we brainstormed ways in which the entire class might be recognized for positive behavior that was goal oriented, such as 100 percent of students handing in homework, or being recognized by other teachers for showing Respect, Responsibility, and being Ready to Learn (the Pond Road Middle School Positive Behavior Support Program).

A study conducted by the action research project, Learning Away, concluded that residential trips provide opportunities for schools to enhance vital study and life skills, as well as promote resilience and responsibility.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Over the course of this journey, they become able to: - Recall and understand the key features of Birling's character profile; - Link Birling to the social and historical context of the play; - Understand how Birling's character is significant in terms of Priestley's key message; - Read and understand the section of the play in which Birling is interviewed by the inspector; - Analyse key quotations by and about Birling in the text; - Read and understand the opening of the play; - Create a diary - entry piece in which they consider Birling's morals and sense of responsibility for the death of Eva Smith; - Peer / self - assess learning attempts.

The likelihood of using new learning and sharing responsibility rises when colleagues, guided by a coach, work together and hold each other accountable for improved teaching and learning.

Encourage students to take responsibility for their own learning by pursuing their interests.

The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low acLearning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low aclearning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

The three - day course, which will be delivered by IBM professionals, alongside staff from the London Connected Learning Centre, is aimed at primary school teachers with a responsibility for computing in school.

Understanding the nature of a simple choice made by children at bedtime teaches us one of the most important lessons about learning to be responsible: People will only take responsibility for things that they control.

The Caring Teacher's Guide for Discipline: Helping Students Learn Self - Control, Responsibility, and Respect, by Marilyn Gootman

Thus, principals need to take responsibility for increasing academic learning time by modeling positive behaviors.

The three day course, which will be delivered by IBM professionals, alongside staff from the award winning London Connected Learning Centre, is aimed at primary school teachers with a responsibility for computing in school.

Learning centers can facilitate learning by providing opportunities that challenge students to accept and share responsibility for their own lLearning centers can facilitate learning by providing opportunities that challenge students to accept and share responsibility for their own llearning by providing opportunities that challenge students to accept and share responsibility for their own learninglearning.

Teachers adapt their current lesson plans by integrating research - proven literacy strategies to help students learn and are challenged to help their students take responsibility for their own learning.

Based on our focus group conversations with teachers over three years, engaging students in learning can be further complicated by pressures to prepare students for mandated exams or limited understanding of how external factors like home life and job responsibilities impact students» engagement.

This conception is oriented toward shared and contingent responsibility, but it focuses on leadership exercised by those most directly responsible for student learning — principals and teachers.

The federal government's continuing responsibility must be to find ways to reduce inequities between states in achievement and well - being — not only by financial compensation, but also by creating incentives and establishing a moral imperative for states to learn from and assist each other.

Imagine Schools» educators provide a positive learning environment by working closely with parents and guardians to fulfill a collaborative responsibility for the academic and personal growth of their children.

AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society, which fits perfectly with our vision to create a collaborative virtual learning community, inspiring scholars to appreciate the ways in which arts and sciences nurture a curiosity for lifelong learning, and prepare scholars to take responsibility for their future success.

Administrators can embed professional learning in teachers» daily work life by enabling teacher - leaders to take responsibility for this critical task.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Working from the assumptions that every teacher of every subject can share equal responsibility for teaching and evaluating skills, educators can infuse inquiry - based learning in schools today by creating performance rubrics focused on student competencies, and by making skills - oriented growth 60 % of their grade.

Social and emotional learning (SEL) is the process by which we develop our capacity to understand and manage our feelings, relate well to others, skillfully handle conflict and other life challenges, make good decisions, and take responsibility for improving our communities — from the classroom to the world.

For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school distriFor the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school distrifor evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district.

By giving teachers and schools tools to enable and empower learning, and by giving students a voice in defining their path to success, together we can ultimately enable and empower students to take responsibility for their journey, reach their greatest potential, and discover their contributions to the worlBy giving teachers and schools tools to enable and empower learning, and by giving students a voice in defining their path to success, together we can ultimately enable and empower students to take responsibility for their journey, reach their greatest potential, and discover their contributions to the worlby giving students a voice in defining their path to success, together we can ultimately enable and empower students to take responsibility for their journey, reach their greatest potential, and discover their contributions to the world.