Sentences with phrase «teach a class without»

As such, no one has a «correct» or «right» faith; instead, people are free to choose to be taught classes without interference of the lens of faith unless they choose a religious studies or history of religion course.

You can't teach a class without the ability to share files easily.

This is why standardized testing, curriculum and instruction will not benefit our programs if we simply teach classes without differentiating instruction.

So much so that it is now almost impossible to teach a class without using an electronic device.

on homework she gave us there will always be problems that she didn't even teach how to do it so i would struggle on it for like 2 hours!my friend has a different English teacher and the teacher would have an assistant teacher teach the class without the teacher doing anything during class time.

Not exact matches

I never put my name on the door of our yoga studio and only taught one or two classes a week once we were fully staffed because I knew I wanted to have the option to sell it one day, and for it to be sellable, it needed to be valuable without me being there.»

GREENBLATT: Well you know I taught at Columbia as I mentioned for the last 22 years and so I tell my students that first day of class actually, I tell them that you know I don't think there's a lot of social value in being an investment manager, it's not that I don't think investors who do work set help set prices and allocate capital and all those things, but I just think A, they're not very good at it, and B, it'll get done without you.

Living in low - income housing, teaching free literacy classes to refugees, setting up basketball camps for bored inner - city kids: all of it had a few costs for me personally, sure, but the holy buzz of pats on the back from friends and church people, and the feeling that I was the only person really getting what Jesus was saying — this more than made up for doing without.

Some challenge specific parts of the curriculum (mandatory AIDS education, New York City's distribution of condoms to schoolchildren without the knowledge or consent of the parents, textbooks that propagate anti-Christian doctrines, gym - class dress requirements at odds with the modest dress required of Hindu, Muslim, and other children, «values clarification» classes that teach that there is no objective source of right and wrong, and so forth).

On the other hand, when teachers possess the authority of qualified experts in learning and in the guidance of learning, and when they are organized into strong professional bodies which faithfully exercise responsibility for high professional standards, they can freely teach with sole regard to individual aptitude and need and without fear or favor in respect to social class.

The corner stone of ALL religions is also the ONLY religious principle that I was taught in the «business ethics» class I took in college... Put simply, if everyone did their very best to follow the «the golden rule» (i.e. due unto others as you would have them do unto you) in everything they do, WE WOULD HAVE A BETTER SOCIETY TODAY EVEN WITHOUT ORGANIZED RELIGION OF ANY KIND.

We adopted inner city schools.We showed up at the pre-trial centre to teach parenting classes, to hug life - ers in the women's prison without qualification.

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 Lamaze technique puts particular emphasis on natural childbirth, but does not in any way judge women who opt for medical intervention and / or pain relief (if you want a prenatal class which specifically promotes birth without medication of any kind, try a class taught according to the Bradley Method - you'll find details online).

For crawling babies and toddlers, Bloom's parent and tot classes will teach you both some new skills — and let you get a workout in without a babysitter.

Any decent water - orientation class will teach both you and your child that kids should never be near water without an adult.

«That while the practice had started before the present administration, it has continued under the watch of the new administration without abating, so much that in the year alone, between January and August, a total of $ 344.42 million worth of crude oil has been lifted by the NPDC without remittance and also not paying remittance and other taxes on lifting,» Melaye said, pointing out that the said amount could build about 11 world - class teaching hospitals fully equipped.

When the magical day arrives, the first question I ask Church is how he can possibly direct, create, advise, and mastermind so many projects (as well as teach classes and supervise Ph.D. dissertations) without going crazy.

Slowly the teaching became the easier bit — I realised this after one class when I went home for the first time without a splitting headache.

Staff at the Centre for Students with Disabilities, which initially decided to offer the class to students with and without disabilities, suspended the program because they fear the teachings could be seen as «cultural appropriation.»

Southern Charm came highly recommended by the Friday afternoon class I taught in Southie so I binged the first two seasons this weekend and honestly I can't believe I've gone this long without having Patricia in my life.

Online Childbirth Classes are available whenever and wherever you want, without the hassle or expense of traditional childbirth classes, to actively teach you the skills and techniques you need to ensure a comfortable, safe birth experience for you and youClasses are available whenever and wherever you want, without the hassle or expense of traditional childbirth classes, to actively teach you the skills and techniques you need to ensure a comfortable, safe birth experience for you and youclasses, to actively teach you the skills and techniques you need to ensure a comfortable, safe birth experience for you and your baby.

But even though I didn't sign up for the official event, it was enough to inspire me to donate all contributions from my weekly Thursday community class to Doctors Without Borders, in support of Haiti relief (the class is always pay - what - you - wish, and all funds are donated back to rad» a, the space where I teach).

I know I am very exhausted most days after teaching 4 - 5 classes, so I really appreciate a piece of clothing that I can wear to work and also to any events without too much of a hassle.

A farceur or a wisecracker can in many ways teach and entertain at the same time, without running the risk of ever losing the class» focus OR inducing sleep.

Without grouping, teachers are doomed to homogenised classes where, according to research, they are more likely to teach to the middle.

Without grouping ~ some argue ~ teachers are forced to teach in the middle to the whole class.

Does digital teaching mean equipping our classes with funky tools and devices, and then leaving the teachers empty - handed without knowing what to do, when, and why?

Using cameras and microphones concealed, Sue Cowley is able to observe and comment on a Year 5 lesson taught by Jenny Gunsten without being present in the class.

We find that middle and high school teachers who use blended learning and lead teaching teams can earn 20 to 67 percent more, within current budgets, and without class - size increases.

If students spend an age - appropriate amount of time learning independently with adaptive software like Amplify's, excellent teachers can gain the time to teach more students without increasing class sizes, or to help even more students by leading teaching teams and developing their peers on the job.

«Teacher's assigned to develop timetables in schools are often busy with other roles, such as administration, or they are teachers without classes to teach, and they don't have the time to sit there and model something as effectively as they'd like,» she says.

Newer teaching methods might be beneficial for student achievement if implemented in the proper way, but our findings imply that simply inducing teachers to shift time in class from lecture - style presentations to problem solving without ensuring effective implementation is unlikely to raise overall student achievement in math and science.

As a result, the problem the law sought to tackle is still dire: Students in high - poverty schools, a national survey has shown, are twice as likely to have their most important classes taught by teachers without proper certification.

How would you go about completely transforming the world of education as we know it, by (literally, and figuratively) tearing down classroom walls, encouraging educators to quit the in - class lecture - style teaching methods they're used to, and have them assist online learning without causing an outrage?

80 per cent of respondents said they believed the situation was worse or significantly worse than 12 months ago, with 73 per cent reporting that they have had to use supply teachers to fill vacancies and 71 per cent saying they have had to use non-specialists — those without a degree in the relevant subject — to teach classes.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Clicker studies in university - level science courses have largely focused on student performance in classes taught with and without clickers or other audience polling devices (e.g., colored cards for different answer choices).

Currently, blended methods are used to help add personalized features to courses, expand offerings without having to expand teaching force size or class space, aid students with credit recovery, and serve students who might not be able to attend classes on campus five days a week.

Has it been possible to supervise the class without engaging in specified work i.e. teaching lessons?

Almost a third of secondary school physics classes in England are now being taught by someone without a degree in the subject.

In middle and high schools, when students spend every other day in a digital / homework lab, teachers can teach 50 percent more students, for more pay, without increasing class sizes, and gain 5 to 15 hours of planning time weekly.

We found that schools could free funds to pay excellent teachers in teaching roles up to 40 percent more and teacher - leaders up to about 130 percent more, within current budgets and without increasing class sizes.

Excellent elementary math / science teachers can teach three or four classes of students, and language arts / social studies teachers can teach twice the usual number of students, without increasing class sizes.

We have just released our latest calculations in the Opportunity Culture series, which indicate that middle and high school teachers who use blended learning and lead teaching teams can earn 20 to 67 percent more, within current budgets, and without class - size increases.

«There are too many classes in too many schools that are being taught by teachers without the relevant qualifications.

Unless this crisis is addressed head on, pupils will be in bigger class sizes or face being taught by people without teaching qualifications.

This can happen when students form self - teaching groups to examine topics teachers do not address in class or otherwise, or when students create extracurricular clubs that reflect their desires without adult leadership.

Similarly, a well - prepared teacher may perform poorly when asked to teach outside the field of his or her preparation or under poor teaching conditions — for example, without adequate teaching materials, in substandard space, with too little time, or with classes that are far too large.

As one study cited in the lawsuit found, a student without a consistent classroom teacher for two years is more likely than not to fall irreparably behind peers who have had classes with consistent teaching.