Sentences with phrase «school class fit»

But where does the regular, everyday elementary, middle or high school class fit into this trend?

Not exact matches

«The really defining factor was that I knew if I stayed in high school I'd just be trying to take as many AP classes as the high school offered and as many as would fit into my schedule,» Corinne said.

n Logistics — Rather than causing burnout, after - school activities can provide balance to a class schedule that is overly academic if locations and timing fit your lifestyle, Kuczmarski says.

Well, sure, those are great ways to take care of yourself physically, but when you're barely taking care of yourself at all because, say, you're a parent to a young child or an older child with school and homework and music class and soccer, when are you going to fit in at least three workouts at the gym and how are you going to cut fat, cholesterol, carbs, processed foods, and sugar out of your diet?

There are in schools those who never quite «fit in» with the most popular in the class.

Every child deserves to be taught in world - class school buildings with state of the art classrooms and facilities capable of delivering learning fit for the twenty - first century.

The school tried to keep her out of higher math classes at age 16, but Ollerenshaw threw a fit and convinced the administration to let her continue studying math.

Despite the crunch many teachers feel in fitting all the pieces of core curriculum into the hours of a school year, using class time to have students use the Wizard is a process that helps both Lisa and her students.

She provides Mary a tour of the school, which stands many stories tall, containing devices as ordinary as elevators (Mumblechook points out that electricity is, after all, a form of magic) and as fantastic as bubbles that carry students to their classrooms (In one of the classes, the filmmakers fit in a small homage / jab at a famous, British child wizard, who's tormented by a flying broomstick that he can't control).

There, Bill works as a math teacher at a fancy prep school, while Wes tries to fit in with his upper - class peers.

The previously announced recurring cast members include: Christian Slater as Elliot Decker, the school crossing guard and self - proclaimed «Safety Czar» of Jefferson G. County, who has made it his mission to protect the world from Milo; Vanessa Williams as Zack's mom Eileen Underwood; Sarah Chalke as science teacher Miss Murawski; Jemaine Clement as Dr. Zone, a popular television show character who travels through time with his trusty sidekick Time Ape; Chrissie Fit as Amanda Lopez, an overachieving perfectionist in Milo's class; Vincent Martella as Bradley Nicholson, Milo's envious and pessimistic classmate; Diedrich Bader as Milo's dad Martin Murphy; Pamela Adlon as Milo's mom Brigette Murphy; Kate Micucci as Milo's sister Sara Murphy; Mackenzie Phillips as Principal Elizabeth Milder; Dee Bradley Baker as Milo's dog Diogee; Brett Dalton as high - level time travel agent Brick; Gregory Michael Cipes as classmate Mort Schaeffer; Sophie Winkleman as Dr. Zone's sidekick Time Ape; Michael Culross as high school teacher Kyle Drako; and Kevin Michael Richardson as Coach Nolan Mitchell.

Fukasaku's final film stars «Beat» Takeshi Kitano in a grim, futuristic tale about a fascist high - school teacher and his sadistic class experiments, designed to illustrate the Darwinian principle of survival of the fittest.

Fit To Be Taught, Vol.28 Students say steroids, supplements worth jeopardizing their health or shortening their lives; crowded P.E. classes concern parents; sources on the Web for safe food handling; promoting free breakfast in schools.

The ideas that activate it are effectively presented, the detail of real school life (like how to fit action civics into a school structure of 45 - minute classes — action civics demands much more) vividly brought to life.

And this spring, the U.S. House of Representatives passed a bill called the FIT Kids Act that aims to enlist schools in the war against obesity by requiring districts to report what is taking place in P.E. classes.

All About Me Take a School Tour Our Class Rules: «A Picture - Perfect Class» Make a Bulletin Board Friendship Quilt We Fit Together A Citizenship Flag Who Do You See at School?

Adjusting for many other factors that can affect student performance, Chingos compares changes in the rate of gain in student test performance in school districts that were forced to reduce class size with changes in the rate of gain in other districts that could spend the funds as they saw fit.

But if school systems are to follow Lanier Middle School's example, they will have to find teachers fit and enthusiastic enough to lead Moser's sort of high - paced class, not to mention volunteers to run supplemental classes after sschool systems are to follow Lanier Middle School's example, they will have to find teachers fit and enthusiastic enough to lead Moser's sort of high - paced class, not to mention volunteers to run supplemental classes after sSchool's example, they will have to find teachers fit and enthusiastic enough to lead Moser's sort of high - paced class, not to mention volunteers to run supplemental classes after schoolschool.

They increased total school enrollment and average class sizes in order to fit additional instructional resources into the budget.

Internet bandwidth constraints, limited devices, and struggles to fit virtual reality into the traditional class period consistently held back virtual reality's march into schools.

Every spring at Mountlake Terrace High School, near Seattle, students in Eeva Reeder's geometry classes work feverishly to complete an architectural challenge: Design a 2,000 - student high school to meet learning needs in 2050, fitting it on a givenSchool, near Seattle, students in Eeva Reeder's geometry classes work feverishly to complete an architectural challenge: Design a 2,000 - student high school to meet learning needs in 2050, fitting it on a givenschool to meet learning needs in 2050, fitting it on a given site.

High schooler Nikhil Goyal captured things pretty pithily in One Size Does Not Fit All: A Student's Assessment of School: «I was bored as hell in class and absolutely nothing I was taught was relevant to real life.»

Some schools run the competition as an extracurricular activity but Curtain - Magee says it was a great fit with the project - based learning being used in class.

When teachers and students explore the array of educational angles within a single work of art, notes the Art Institute's Robert Eskridge, «all of a sudden you have this interdisciplinary challenge that doesn't fit neatly into this class period followed by that one, and the idea of «teamwork» isn't relegated to after school.»

The school uses few textbooks because classes move too quickly — «No textbook is going to fit the bill for more than two weeks,» she said — and because students prefer the variety of perspectives that come from reading original sources.

So, she began questioning where the teaching of concrete numeracy processes would fit into the school, as maths classes typically went from representational thinking through to abstract thinking.

Participating teachers reported that the resources engaged pupils and were a good fit with the curriculum, with primary school teachers using them within science, geography, PSE and global citizenship lessons and stating that they provided a good opportunity to develop numeracy and literacy skills and encouraged group work and class discussion.

Since it can be fitted (preparation and tidying up included) into one single lesson, I went round the school making the play for other class groups and it was a great success!

I was observing a class called Designing Assessments at the new Relay Graduate School of Education when a student asked if it was OK to rework questions from a teachers» guide to fit the English lesson she was teaching in a Brooklyn middle school thatSchool of Education when a student asked if it was OK to rework questions from a teachers» guide to fit the English lesson she was teaching in a Brooklyn middle school thatschool that week.

Get Your High School Diploma From SIATech Charter High Schools Morning And Afternoon Classes To Fit Your Needs It's Really Easy And Classes Are Free Enroll Today!

While on campus, talk to teachers, visit their classes, and make sure you feel like the school is a good fit before making an important decision.

The nice thing is that you can pick the school and class type that fits your knowledge and ability best.

«Parents have a fundamental right to choose a school that fits their children's needs, yet across our country it's treated as a second - class right,» Fuentes told the crowd.

There is no «one size fits all» solution for implementing the K - 3 class size reduction law in Wake County Public Schools.

Many charter schools are providing an excellent education (tuition - free of course) to students who have long been treated like second - class citizens by our traditional «one - size - fits - all» system.

Because the virtual office hours were scheduled at specific days and times weekly, the field experience supervisor had to find virtual office hours that would fit the teacher candidates» busy schedule of classes and in - school observations.

Coasting was a word that would fit such schools but, instead, the government has decided to rule them out of being classed as coasting, at least in the initial phase.

«Virtual schools like SCWS give students the flexibility to take their classes at night, on the weekends, or whenever it fits their schedule best.

Students can access courses while at school, making it easy to fit them into their existing class schedule.

«Teachers can see they are part of the school moving forward and how they fit in with the whole school process, not only as a class teacher.»

When large percentages of minority children do not complete high school and almost half of those in urban districts can not read at grade level, the lucky few who fit into the «diversity» quotas for higher education are insignificant in number compared to those condemned to permanent second class status by failing schools.

Holy Cross» proximity to a growing Latino population and its capacity for two classes per grade level positioned the school as a good fit for the model.

Instead of addressing the uncomfortable truth that some educators are not the best fit at urban schools, or helping educators improve their practice to help them become more successful working with students who are different from them, schools go for the quick fix which, to them, means as a black educator you can expect to have difficult students in your class because you can handle them.

As unaccustomed as I am to quoting scripture, especially when it comes to testing cars, there's a brief passage I recall — one of the few times I must have paid attention during Sunday school class — that seems oddly fitting when it comes to Mini's newly enlarged, second - generation Clubman.

Your school apparently fits into both classes, so it has both.

Four night stay with personal chef and concierge First - class, round trip airfare to Eagle Airport (EGE) Private helicopter flight from the EGE to the base of Beaver Creek Four Epic Passes «Welcome to Beaver Creek» ski apparel package Golden Ticket First Tracks Private ski lessons with a Ski School Ambassador Ski rental delivery and private boot fit Spa treatment Starlight snow cat tour to dinner at Beano's Cabin * Other activities and amenities include a private snowshoe tour and picnic, private on - mountain lunch, gourmet dinner at SaddleRidge Restaurant and more!

In January 2010, we launched a new small - group 8 - day Study Trip, which is primarily geared to school classes, but equally fitting for active seniors or any adults who love to learn.

Don't Feed the Animals is organized by FIT Art Market students, Class of 2013, School of Graduate Studies.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

But there was an element of my childhood I also think fits the pattern of how I behave and function today: in school at age fifteen, I befriended both the cool quarterback from the football team and the class geek, a brilliant kid named David Kanof.