Sentences with phrase «shared teaching solutions»
Beneath a deceptively congenial surface, teachers at this Mexican preK - 9th grade school were avoiding professional confrontations and rarely observed one another's classes or shared teaching solutions and innovations.
http://www.ascd.org/ Not exact matches
Alan Greene, MD, shares advice for parents on the best solutions for stopping your child from being a picky eater and teaching them to love new foods
-LSB-...] Nats thanks Dr. Jack Newman for showing how breastfeeding can be a win - win situation Em believes breastfeeding is a solution to societal problems Marge shares what breastfeeding has taught them Kaity was empowered financially and as a woman -LSB-...]
The success that my colleagues and mentees achieved provided me a window into what is possible when the behavioral patterns, systemic dysfunctions, and entrenched ideologies that impede progress are faced with a creative, solutions - oriented mindset and a shared vision about teaching and learning.
The Center for Teaching Quality, a national nonprofit, is one good example; it has created a virtual community of nearly 10,000 teachers sharing ideas and solutions.
In the International Pavilions, experts from France, Spain, Norway, Korea, UAE and Singapore, shared their unique approaches to teaching and learning, through a showcase of the most innovative technological solutions.
Their mission of creating «an environment where teachers can watch, share, and learn new techniques to help every student grow» 2 dovetails perfectly with the Performance Matters mission of delivering world - class professional learning solutions to accelerate measurable improvements in learning and teaching.
Until our schools teach about climate change, share the fears of leading scientists, and start to create an understanding of how we can each be part of the greater solution, I am afraid we have no hope of changing our rather bleak future.
The applicant for a Teaching Assistant position uses the cover letter to point out a problem of older students disguising their lack of reading skills (second paragraph), and offers to share solutions in the fourth paragraph.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
She has written and taught about the integration of solution - focused and strategic therapy, with an emphasis on «doing what works» on multiple levels: in the client's life, in the therapist's work, and as a philosophy shared with the client.