Sentences with phrase «students we talked too»

I know - sometimes our students talk too much!

When a student talked too much, the tutor placed a whispering stick in the talkative student's mouth.

But if the average college graduate is anything like the 477 students we talked too, boy... are tax payers in trouble.

Not exact matches

(CNN) To those who say it's too soon after the school massacre to talk about politics and gun control, the students of Marjory Stoneman Douglas High see your point.

The students, particularly girls, said they were too suspicious or embarrassed to talk to school nurses about sex or ask about condoms.

The Third Reader, after talking about a boy who snitched a too - large piece of cake from his mother's plate, reminds students: «There is a day of most solemn judgment at hand.

And we know the people too, not merely as strange faces gathered around the Table but as the Alabama fan, the new mom, the student who loves talking theology, the quilting club, the recovering fundamentalists, the friends.

No parents spoke out about the peanut restrictions, but one parent of a student who has a peanut allergy said after the meeting that he was too upset by the board's decision to talk about it.

PARKLAND, Fla. — To those who would say it's too soon after the school massacre to talk about politics and gun control, the students of Marjory Stoneman Douglas High see your point.

My classmates all laughed — it was a great gag — but 5 minutes later, the talk devolved into typical PowerPoint slides of Western blots and genotyping, and we did what graduate students do in seminars with too many acronyms: We fell asleep.

This year, John Ford, a student at the American Film Institute in Los Angeles, won the competition with his short, «Interrogation,» in which two tough - talking detectives interrogate a cup of tea, accusing it of being too healthy, putting doctors out of work, depriving people of sick days, increasing energy, aiding weight loss, giving its drinkers natural pearly whites, and, worst of all, increasing the amount of «happy juice» (i.e., mood - boosting dopamine) in the brain.

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It's really too bad then that the students in Lionsgate's The Quiet Ones were never given those words of wisdom because they did it and they're not here to talk about it.

Students would come to me with questions, or I would notice their confusion and talk with them, but I was very careful not to give them too much information.

I preferred to not talk «over» the students but I could employ my «teacher voice» when I needed too.

For example, let's say a few students are talking too much and disrupting the class, so the teacher calls a restorative meeting.

It's hard to talk about «personalization» if the student feels no innate connection to the goal, and too many «personalized» classrooms short - change this bigger picture (hence the anti-engineering side of the personalized learning spectrum: Big Picture Learning).

When we talk educational technology, there's far too much excited talk about big purchases of tablets or assessment systems and far too little about just what educators and students are supposed to actually do with these.

Yet, when we talk educational technology, there's far too much excited talk about big purchases of tablets or assessment systems and far too little about just what educators and students are supposed to actually do with these.

A lesson designed to teach students inductively the future tense (and how it differs from the near - future / futur proche) and how to use it to talk about their own future plans and those of other people too.

If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands - on learning and discovery by the students.

To actually give them clues about your space and where you are — talking about what it looks like outside the window for example, what kind of classroom you're in, using the camera to show your remote students the space that they're being videoed into is really helpful, and helping your students right there in the classroom to know how to relate to the students on the screen is helpful too.

Talking to someone who had a similar school experience and has gone on to achieve in their job makes students feel they can succeed too.

And it seems to matter for performance too: Students whose parents reported «spending time just talking» were two - thirds of a school - year ahead in science learning, and even after accounting for social background the advantage remains at one - third of a school year.

Sarah Leibel, who teaches English and sex education at Blackstone, says that though she's always there to talk to her students, she endeavors not to cut them too much slack academically — and that students appreciate being held to strict standards.

Too often, I've heard teachers talk about how helpless they feel when it comes to reaching out to their students.

«Students learn initially using subvocalization, so they shouldn't listen to music or talk too much during this time; it will interfere with the subvocalization process, which is important to their learning.»

Waynesville, NC — The superintendent of the Haywood County, N.C., schools has ruled that an elementary - school principal's use of a leather strap to whip students for talking too loudly on a school bus was appropriate under state law and school - board policy.

I had an experience with a student who had done very well on one of my units and then he went on to fourth year where we have two markers independently mark their thesis and I gave him a very high score initially and then I talked to the other marker who pointed out all these errors I hadn't noticed and I thought «well I gave him too high of a score because I expected him to do well!»

Of course, it's a bit of a red herring to talk about the «educational software market» with such broad, sweeping generalizations because there are a number of different types of buyers there: schools, teachers, parents, and students to name at least four «consumers» (and that's ignoring, too, the differences between K - 12 and higher education).

Many in the education world talk about the power of expectations, expressing the belief that if adults in a school expect students to succeed, then students will rise to that expectation, and if adults expect failure — well, that, too, can be a self - fulfilling prophecy.

MUST READ: Tera Myer, whose son is diagnosed with Downs Syndrome, wrote an op - ed talking about Betsy DeVos» real record fighting for students with special needs because IDEA fails far too many special needs families.

We were talking about students waiting for buses at 7 a.m. when it's not too light out.

We could talk about learning styles and well documented approaches to vary learning approaches to balance all students learning styles but that would strike me as far too professional for the purpose of this entire comment thread.

When students engage in student - centered activities, they can easily give the illusion of proficiency — talking to one another, handling materials, and so on — especially if you don't examine their work too closely or don't know what you're looking for.

You can create teachable moments too by asking students to talk about the book they are reading or about the lesson they are learning.

Our authors talk about how to do that, too — from teaching study skills for independent learning to making students more aware of their own behavior to enlisting them to help their teachers turn schools around, embrace technology, and learn new professional skills.

Discourse is not simply students talking with one another although frankly that would be a start in too many of our classrooms that are dominated by teacher talk.

When teachers talk too much, give too much information, express their personal opinions too frequently, or tell students what to think, all these seemingly innocuous responses seriously curtail opportunities for students to exercise their own brain power.

A high school English teacher might talk about students who write so poorly, they are too dispirited to revise papers.

Just as teachers need support for talking with students about threats and violence, so too do parents and guardians.

When the message is only about 20 percent of the students — even if you're talking about the 20 percent who really are those most in need of help (although they all deserve help, and have a civil right to it)-- it's hard to win a popular election with that message; and listening to the candidates» impassioned speeches about those students, even if the speeches are nobly motivated, can feel oddly alienating and exclusive to middle class parents who are concerned about their own children's too often declining prospects.

Research indicates that most teachers talk too much in the classroom and don't wait long enough for students to respond.

It's often talked about in terms of student presentations, but teachers can use it to for their presentations too!

It's too easy to hide behind platitudes, such as, «At our school, every child learns» or «Raising All Students to Their Potential» without talking about what these words mean.

A lot of people talk about the value of formative assessment, but Carol Ann Tomlinson points out that, too often, it is reduced to a mechanism for raising end - of - year - test scores when it should be an ongoing exchange between a teacher and his or her students designed to help students grow.

There may be some students who talk too much or who never talk at all.

With all the talk of failing schools these days, we forget that schools can fail their brightest students, too.

Today, when White speaks in support of the Common Core, he can seem to talk minimally (or too little) about its impact on middle - class schools, reserving his most impassioned rhetoric for the ways in which the Common Core will help the poorest and neediest in the state, offering those students the caliber of education rich kids in high - performing East Coast suburbs are getting.

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