Sentences with phrase «story of working with a student»

The following is a case study, a true story of working with a student one - on - one, that demonstrates how to transform your resume from «plain vanilla» to a compelling marketing document.

Not exact matches

Plans include a private lobby outfitted with a marketing wall that will be visible to all who enter or pass by, which will display programs, events and stories about those consumers that are assisted and cared for every day; new classrooms; a gym for pre-K and early intervention students; training rooms; breakout, community and education space; new offices and workstations; adaptive technology training program space; a doctor - staffed Low Vision Center; a new boardroom; private conference rooms for interviews and agency work; and displays telling the story of HKS» past and its vision for the future.

Among the high - profile premieres this year are «Antz,» the new Dreamworks animated film; James Ivory's «A Soldier's Daughter Never Cries,» with Kris Kristofferson playing a character inspired by novelist James Jones; «Dancing at Lughnasa,» starring Meryl Streep in the film of Brian Friel's celebrated play; John Waters» «Pecker,» with Edward Furlong as a fast - food worker whose photos are embraced by the New York art world; Helena Bonham Carter and Kenneth Branagh in «The Theory of Flight,» about a work - release prisoner assigned to a woman with Lou Gehrig's disease; Ben Stiller as a drug - addicted TV writer in «Permanent Midnight»; Christina Ricci in «Desert Blue,» about slim prospects for a teenager in a town of 89 people; «The Imposters,» the new film by Stanley («Big Night») Tucci, starring Tucci and Oliver Platt as cruise - ship stowaways; «Rushmore,» with Jason Schwartzmann as a prep schooler who is a lousy student but hyperactive in campus activities; Cameron Diaz in «Very Bad Things,» about a bachelor party that ends in murder; Cate Blanchett as «Elizabeth,» the story of England's 16th century monarch, and «The Judas Kiss,» with FBI agent Emma Thompson on the trail of the kidnapper of a computer genius.

The story of a ballet student who dreams of stardom, and while her technical brilliance is readily apparent to all her work with her, the young woman's inability to attach herself emotionally to the music or to the movements she's being asked to perform keeps her from achieving greatness.

Editor's Note: Though the San Fernando Education Technology Team is no longer active at San Fernando High School, some of the former participants have created their own company to tell stories through media, and continue to foster the program's goals by working with San Fernando students on Saturdays to produce the iCan Film Festival.

Filmed by EL Education, «Austin's Butterfly, a true story about a Presumpscot Elementary School first - grade student who was tasked with making a scientific drawing of a tiger swallowtail butterfly, shows the impact of feedback and revision on creating high - quality work.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

During our months together, I have worked with my thirty - three seventh - grade students on the idea of story, what makes stories so powerful, and how they can connect us to one another.

«We've created a program that overcomes all those volunteer hurdles, such as taking time out of work, to ensure we've always got a mentor to share their story with the students and arm them for success when they leave school,» Harris said.

Develop rhythms and routines that support the sharing of stories: Prior to working with high school students, I taught elementary and middle school students in schools where each day began with morning meeting.

Though the San Fernando Education Technology Team is no longer active at San Fernando High School, some of the former participants have created their own company to tell stories through media, and continue to foster the program's goals by working with San Fernando students on Saturdays to produce the iCan Film Festival.

The work is broad ranging from a school beginning this work through a campaign aimed at sharing stories of self to another school designing curriculum that fosters language around race to elementary - aged students to another school struggling with how to engage parents of color.

I consider the social dynamic of the classroom and prepare a space for my students to work with different people and to hear different stories.

You can also check the Youtube video I made on the same topic: https://www.youtube.com/watch?v=D66r8guvfDc Some ideas how to use it in class: - Simply read the story to French beginners - Work out the meaning of the book in pairs with the pictures as an aid - Show them the first two pages and identify patterns (which tense is it / what are the endings of the imperfect)- Only show the picture and ask the students to write a sentence about it in the imperfect tense following the same pattern (then show them the possible answer)- Ask them to create a similar book in the IT suite or for homework Please do not hesitate to share more ideas in the messages below!

Although the dream of having students prepare and eat their own organically grown, healthy lunches is still a work in progress, the school's garden and kitchen are now a world - famous success story — a model for schools throughout the country (and the world, really) that want to provide students with an integrated, hands - on gardening curriculum.

Elaine Arnold emphasizes that students should bring the finished stories back to the residents as gifts, and Glandon loves the idea of working with theater teachers to dramatize the oral histories.

StoryCorps, an organization whose mission is to record and archive the stories of Americans from all backgrounds, will work with high school students across the country to preserve voices and stories of grandparents and other elders — in any language.

Sean explained, «The utility of perceived conscientiousness in predicting how well students do aligns with other research showing that it is how hard students work, rather than their IQ, that is the best predictor of academic grades, but the bigger story is that there is no accuracy at all unless you control for attractiveness bias.»

Students follow a clear and logical learning journey, in which they: - Define the different story genres and understand their key content features; - Understand the key features of different genres through interesting movie clips; - Work collaboratively using the jigsaw method to ascertain the language features (vocabulary, sentences, descriptive devices) of different genres; - Engage with a number of interesting story extracts (Louis Sachar - Holes, JK Rowling - Harry Potter and the Chamber of Secrets, Darren Shan - The Vampire's Assistant, Jeff Kinney - Diary of a Wimpy Kid.)

So each time I am presented with hopelessness, a new case or student with the odds stacked again, I am reminded of my own story and the hundreds of students with disabilities I have worked with who have defied the «insurmountable odds» stacked against us.

By starting with a template and a site structure in place, students are able to integrate their work with other Google apps to create a comprehensive story of what they have learned.

USING COLOURFUL SEMANTICS TO WRITE: Colorful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

Students of all grades and ability levels can benefit scholastically by working with material that offers self - quizzes and high - interest stories.

Still Working: Ghosts of Chinese Transcontinental Railroad Workers by Lonnie Dai Zovi, is a short ghost story with exercises about a pair of graduated high school students taking their last camping trip together sleeping out in the open, right where the deserted Chinese Labor camp, where the workers on the Transcontinental Railroad used to stay.

If students reveal in an interest inventory that they enjoy working with digital media, leverage that interest in a science class by using new media to build content literacy — for example, what about Einstein's greatest hits playlist, a digital story about nuclear fusion, a video game that simulates a chemical reaction, or a web page that illustrates the formation of the earth?

Colourful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colourful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

* Colorful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

How To Use Your Work Pack: Make sure the child / children know that stories must be planned Read the model story in the pack Ask the child / children to write down the names of the characters in the story Ask the child / children to write down where the setting takes place Ask the child / children to write down what the plot is Identify the most exciting part of the story (the climax of the story or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatiWork Pack: Make sure the child / children know that stories must be planned Read the model story in the pack Ask the child / children to write down the names of the characters in the story Ask the child / children to write down where the setting takes place Ask the child / children to write down what the plot is Identify the most exciting part of the story (the climax of the story or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory in the pack Ask the child / children to write down the names of the characters in the story Ask the child / children to write down where the setting takes place Ask the child / children to write down what the plot is Identify the most exciting part of the story (the climax of the story or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory Ask the child / children to write down where the setting takes place Ask the child / children to write down what the plot is Identify the most exciting part of the story (the climax of the story or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory (the climax of the story or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatstory aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatStory Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinatiwork packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinations.

So, portfolios are frequently included with other types of authentic assessments because they move away from telling a student's story though test scores and, instead, focus on a meaningful collection of student performance and meaningful reflection and evaluation of that work.

The feature stories on WKCD.org, which give an close look at students and teachers wrestling to improve their schools, draw thousands of visitors.The small publication, The Schools We Need: Creating Small High School that Work for Us (2003), which WKCD wrote with students who attended small high schools in the Bronx, made it on to the Commissioner of Education's short list of summer reads.

As a guest speaker in Merseth's course — one of the first education classes offered by Harvard College — he candidly shared stories with undergraduates about the challenge of educating students in urban communities, and about what is needed for one to succeed at working in education.

This immensely wonderful book, full of practical lessons and next steps, as well as of stories by practitioners in the field, kept reminding me of the lessons in that parable, and why I had chosen them as my final words to my students — leadership, like all life, demands mindfulness, not only for the sake of ourselves as individuals, but in order to be true to the purpose of making life better for those we work with and those we lead.

His presentation also included a segment of The Wallace Foundation's video series, «A Bold Move to Better Prepare Principals: The Illinois Story,» which highlights how one state worked with universities, nonprofits, and districts to change the way principals are trained and licensed to enable more students to achieve and more schools to improve.

The monthly focus was kindness, and after many days of reading about kindness, role playing about kindness, and completing a variety of exercises about kindness, Hilary worked with her students to create a class digital story about kindness.

Insights from the three educators» stories reveal how coupling feedback with expressions of high expectations and faith in students» capabilities can influence student motivation, particularly in the level of support felt by students when tackling challenging academic work.

At least two of those working with middle school students broke down in tears when telling stories.

This study seeks to share the stories of college student - activists who participated in the movement against the Dakota Access Pipeline (DAPL)-- on their campuses, digitally, or at the resistance camps — to understand the ways their activism in the largest Indigenous movement of their lifetimes intersected with their motivations and goals for their college work and their relationships to their institutions themselves.

She finds these moments of connection each and every day: in the high - fives and hugs she gets monitoring drop - off outside every morning; from teachers who share instructional success stories around a strategy they've been working on; when a student asks her to sit and read together at lunch; and brainstorming with her fellow Remick leaders on a new way to support teachers more fully.

She also writes on the board the things that students should do if they finish their work before she is finished with her group: 1) re-read the story, 2) write down some of Teeka's emotions and characteristics, and 3) write your favorite part — all higher - level thinking activities.

One of these full - color glossaries is included with each Read Naturally Encore level, but having more copies available encourages students to look up new words as they work through the stories.

Over five days and under the umbrella of the Family Stories, all students engaged in meaningful work with age - appropriate literature and had opportunities to learn and practice skills with text at their instructional level.

While MariAnne met with the guided reading groups, students worked at their desks on a variety of tasks: (a) handwriting practice sheet, (b) spelling, (c) journal entries, (d) dictionary skill — using guide words, (e) writers» workshop and family story preparation, and (f) Internet searches related to authors and illustrators

In 2013, he briefly suggested that Secretary of Education Arne Duncan was «impolitic» to place opposition to the Common Core State Standards upon «white, suburban moms» who don't want to find out that their children are not brilliant — just before he jumped in and declared that Secretary Duncan was right to be concerned that «a laudable set of guidelines» would be rejected for making kids work too hard, characterized most opposition to the standards as «welling hysteria» from the right and left wing, and chided parents concerned about the increasing lack of joy in school with declarations that portions of school ought to be «relatively mirthless» while blaming stories of students breaking down from stress upon their parents.

As we approach the end of the summer, we have one last story of an incredible charter school doing great work with their students in the months that many schools are off.

I'm reminded of stories I've heard about the British system, in which schools are allowed to choose a limited number of literary works to have their secondary students tested on, with the result that students may spend two years doing nothing but intensively studying a couple of novels.

Stories feature Crop circles and alien visitors Plasticized museum bodies A dead baby and a guest appearance from the protagonist of Mail Insect hunting with a ridiculous American exchange student who dresses like a stripper A ghost village A mummification service Working as professional mourners A -LSB-...]

In my opinion, this is the single best starting point for her work, since it's a single volume with a range of content (although one of the stories does have a problematic teacher / student interaction).

Your Story * I have had a very difficult time over the years working with the various and changing servicers of my consolidated federal and private student loans.

Art Basel Miami Beach, with GAVLAK Los Angeles / Palm Beach, Miami, FL (catalogue) Ten Year Anniversary Show, Gavlak, Palm Beach, FL and Los Angeles, CA Re (a) d, curated by Ryan Steadman, Nathalie Karg Gallery, New York, NY The Valentine's Day Cardiovascular, Geoffrey Young Gallery, Great Barrington, MA Puente, KINMAN, London, UK 2014 The Go Between: Selections from the Ernesto Esposito Collection, Museo di Capodimonte, Naples, Italy Art Basel Miami Beach, Gavlak booth, Miami Beach, FL 100 Painters of Tomorrow: New York Exhibition, One Art Space, New York, NY Inaugural Exhibition, Gavlak, Los Angeles, CA The Armory Show, Gavlak Booth, Pier 94, New York NY Painting: A Love Story, Contemporary Arts Museum Houston, Houston, TX (catalogue) 2013 Art Basel Miami Beach, Gavlak Booth, Miami Beach, FL (catalogue) This is the Story of America, Brand New Gallery, Milan, Italy Rema Hort Mann Foundation LA Arts Initiative Auction, Hannah Hoffman Gallery, Los Angeles, CA Acid Summer, Curated by Matthew Craven, DCKT Contemporary, New York, NY All Fucking Summer, Gavlak, Palm Beach, FL Whitney Museum Art Party Benefit Auction, Whitney Museum of American Art, New York, NY MiArt2013, Gavlak Booth, Milan, Italy The Armory Show, Focus: USA, Gavlak Booth # 908, New York, NY (catalogue) Art Rotterdam, Office Baroque Gallery, Rotterdam, Netherlands My Echo, My Shadow, Gavlak, Palm Beach, FL 39 Great Jones, Galerie Eva Presenhuber, Zurich (catalogue) 239 Days, School of Visual Arts MFA Alumni Show, Allegra LaViola Gallery, New York, NY 2012 News From Chicago and New York City, Curated by Henning Strassburger, Fiebach Minninger, Cologne, Germany Time, After Time, Curated by ARTNESIA, Ronchini Gallery, London, UK (catalogue) SUNY New Paltz Alumni Show, Dosky Projects, Long Island City, NY What's the Point, Jen Bekman Gallery, New York, NY It's a Small, Small World, Curated by Marilyn Minter and Organized by Hennessy Youngman, Family Business, New York, NY The Virgins Show, Curated by Marilyn Minter, Family Business, New York, NY Just the Tip, SVA MFA Fine Arts Thesis Exhibition, Organized in Collaboration with Mike Egan, Visual Arts Gallery, New York, NY (catalogue) 2011 MFA Fine Arts Fall Open Studios, School of Visual Arts, New York, NY Sentimental Education, Gavlak, Palm Beach, FL Things Fall Apart, Curated by Asya Geisberg, Visual Arts Gallery, New York, NY Abstract Means, Curated by Richard Brooks, Visual Arts Gallery, New York, NY MFA Fine Arts Spring Open Studios, School of Visual Arts, New York, NY Celebrating 15 Years: Young Artists at Heckscher, Heckscher Museum of Art, Huntington, NY College Art Association New York MFA Exhibition, Hunter College / Times Square Gallery, New York, NY Vuu Collective W / S 2011 Show, K&K Gallery, Brooklyn, NY 2010 MFA Fine Arts Winter Open Studios, School of Visual Arts, New York, NY Emerge to be Seen, Westside Gallery, New York, NY Marks That Matter, Juried by Gillian Jagger, Muroff Kotler Visual Arts Gallery, SUNY Ulster, Stone Ridge, NY The New, Art (That Matters), Oyster Bay, NY New York Art & Culture Exhibition Series, Albany International Airport, Albany, NY 2009 No Girls Allowed: BFA Thesis Exhibition, Samuel Dorsky Museum of Art, SUNY New Paltz, New Paltz, NY Best of Show: 2009 Best of SUNY Exhibition, State University Plaza, Albany, NY 2008 Crit 3: Work from Students and Alumni of SUNY New Paltz, Curated by Kathy Goodell, Spencertown Art Gallery, Spencertown, NY Somewhere I Have Never Traveled, Smiley Art Gallery, New Paltz, NY Three, Smiley Art Gallery, New Paltz, NY SPECIAL PROJECTS 2013 Shinola x Andrew Brischler, Installation & Capsule Collection, Tribeca Flagship Store, New York, NY Converse Footwear for Publicolor, organized by Grey Area COLLECTIONS Norton Museum of Art, West Palm Beach, FL AWARDS AND HONORS 2015 Painting Fellowship, New York Foundation for the Arts

A student of Hans Hofmann, his later work is known for its reductive qualities, that is, a focus on color and volume to tell the story with nothing extraneous added.