Sentences with phrase «skills classes focus»

Our life skills classes focus on basic obedience skills and companion dog manners.

Not exact matches

By focusing on the various skills — everything from observation and data gathering to analysis and reflection — Newnham and his colleagues developed a framework for teachers to use in their science classes, beginning as early as kindergarten.

She realized she needed to help people monetize the things they love by creating «a one - year online education program that focuses on learning the specific skills you need through classes, mentors and experience, to create the career and lifestyle you want.»

The American Management Association ® (AMA) offers seminars and other classes that focus on business, leadership, and analytical skills.

By focusing on the fundamentals like supporting a skilled and trained workforce, we can have a sustainable, diversified economy that creates new opportunities, good jobs, and builds a strong middle class.

Augmented intelligence is a new class of technology, data, methods, and skills focused around a business - led portfolio of industry - optimized AIs.

I spent 2 weeks in Morocco this past summer and ate tagine pretty much everyday and took a cooking class at a local women's center there that is focused on teaching cooking skills to underprivileged women and we learned how to make a lamb tagine!

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

The class will focus on technical and tactical skills as well as conditioning.

In addition to developing a child's gross motor skills, agility, balance and coordination, classes also focus on valuable early learning concepts such as teamwork, listening, sharing and taking turns.

We have bigger concerns than a narrow focus aspirational skilled working class voters at the moment, and anyhow Rentoul's argument assumes that group's attitudes and priorities have not been affected by the recession.

Some real - life changes, however, are being made in a number of schools around the country that focus on the critical - thinking skills of one student at a time instead of the collective test scores of a class, or a whole school, or a state.

• Focus on design and delivery skills for safe & effective hands - on assisting and adjusting • Sequencing flows for varying effects and fitness levels • Demonstrating & multitasking • Incorporating hands - on assists & modifications • Precision and clarity in languaging and effective cuing • Designing for mixed level classes • Leading vs. Teaching • How to teach new postures to beginners • Finding personal style • Assessing individual needs • Adapting and Responding • Experiential language

The overall intention of the advanced 300 hour program is to develop your skills and understanding in teaching a therapeutic mind - body focused yoga class.

The focus on larger groups provides a high - energy atmosphere and the classes are structured with a focus on delivering the perfect blend of fat loss, skill development, and fun.

Class exercises focus on particular virtues and social skills.

Key recommendations of the report include: • A test to assess the literacy and numeracy skills of all teaching graduates; • A requirement for universities to demonstrate that their graduates are classroom ready before gaining full course accreditation; • An overhaul of the in class practical element of teaching degrees; • A specialisation for primary school teachers with a focus on STEM and languages; and, • Universities publish all information about how they select students into teacher education programs.

Gabbard, a math teacher at Jackson County High School in McKee, Kentucky, uses the slips as a class opener to focus the students on the topic of study, to provide direction for the period, and to review important skills needed for the lesson.

I got to try out the new thinking skills I was developing in my first intersession, a two - week period in which students put aside their usual academics and take classes focusing on extracurricular activities, design thinking, and real - world skill building.

As more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classes.

Those 90 - minute classes, which start at 6:30 a.m., include a class of 20 - 25 students who focus on developing their reading skills.

The benchmark tests enable teachers to know 1) the skills and concepts on which they need to focus instruction and 2) the students who need remediation classes.

Every year, they take an English composition class focused on writing and grammar skills, and also a literature course, like English Survey or AP Literature and Composition.

So I focus my class time on modeling the skills, facilitating the students practicing the skill, and giving students feedback on their skills.

With its focus on seat time — awarding credit for showing up to workshops, conferences, or classes — formal PD has ignored whether teachers actually learn new skills, apply them, and improve student outcomes.

One activity, lower group, focusing on arithmetic skills with rest of the class focusing on reasoning style questions Starter of the powerpoint looks at multiplying and dividing by 10, 100 and 1000

The three classes started to devise learning programs using Classmate PCs, while also focusing on skills like handwriting and spelling, which teachers and parents had identified as needing regular instruction and practice.

«This report validates our focus on teacher quality and demonstrates that we need to ensure all teachers are skilled in ensuring every student in a class is progressing, with a years» worth of learning equating to a years» worth of progression, to the best of their abilities.

Sure there may be some useful apps that help the student gain the skills, knowledge or insight into the subject, and a teacher might want the class to do it together, but focusing solely on the apps, or student control, limits the true potential of the iPad — «a tool to think with.»

When the time comes to enter the class, they are free to focus on the practical skills, working in groups, and drawing conclusions.

This session will focus on how create an environment for historical research and foster the skills for writing that become essential when a class begins to focus on evaluating and distilling meaning from a wide variety of sources.

Out - of - class time focused on assessments, skills and concepts practice, early reading and research on a new concept, and written assignments.

The focus of the class is to teach strategies and skills to close the gap and increase students skills and confidence in language arts.

AP Institute: Between 40 and 45 of our students who are scheduled for AP classes this upcoming school year voluntarily attended a two week summer program focused on preparing them with the study, organization, presentation and writing skills to effectively take on the challenge and rigor of AP coursework.

The school's website says it «aims to offer a first class education in socially deprived or disadvantaged areas» and will offer «an academic curriculum with a focus on scientific and critical thinking skills».

While one class of students works with a paraprofessional to cover basic knowledge and skills, the expanded impact teacher teaches another class of students, focusing on delivering personalized and enriched instruction.

This lesson plan focusing on scanning reading skills can be of help in practicing these skills on your own or in printed out for in - class use.

If you teach an English course, you can use these quick review texts in class, as well as this lesson plan focusing on identifying reading skills.

Classes include a focus on social - emotional skills, such as cooperation, that can help students succeed in their academic cClasses include a focus on social - emotional skills, such as cooperation, that can help students succeed in their academic classesclasses.

Other findings were: 82 percent of people supported focusing on building students» job or career skills even at the expense of traditional academic subjects; 86 percent said schools should offer licensing programs and; 80 percent said technology and engineering classes were a very important element of school quality.

There should be a class for all students that focuses on writing skills, research skills, studying techniques, time management and whatever else would be useful in college.

The new data suggest that the public really wants both strong academics and job preparation, including classes focused on career skills, technology and engineering, and programs leading to a professional certificate or license.

With support from Eskolta, teachers from all departments at MDPHS are building on their work from the 2013 — 14 school year to focus on improving students» argumentative writing skills by embedding discussion strategies in all classes.

As an alternative, competency - based systems support student advancement by awarding credit according to students» mastery of skills.1 At ROADS Charter School in the Bronx, a transfer school dedicated to serving students who are overage and under - credited, competency - based learning has helped students re-engage in their learning as each class is structured so that students focus on mastering 10 clear, meaningful, and targeted «outcomes,» or competencies.

Classes generally take place during elective periods or extended lunch hours and focus on skill building and work completion.

My work has focused on helping teachers and principals use a more holistic approach in their schools: district - wide training on the effects of trauma and the brain, improve class decorum through relationships and skill - building, and project based personalized learning.

Once you teach your class the different ways to play my centers, they will no longer need directions and have more time to focus on the skills being taught!

While my class last year did not perform as well - my skills and focus were sharper - I gave them more and the 55 % gain I got from them took more, and was potentially worth more than the 99 % gain from my class this year.

In class, we focus on functional life skills that they need to achieve success in academic and post-secondary life.

SUSD used part of its social studies and language arts class time to focus on the Success Highways resiliency skills curriculum.