Sentences with phrase «teach these qualities when»

We also demonstrate and teach these qualities when we remain students ourselves.

It also presents a critical locus to meet the parent involvement requirements in the law: engaging parents in judging the teaching quality when a school is not meeting AYP.

We know that principal leadership is second only to teaching quality when it comes to improving student achievement.

Not exact matches

Only when we have taught children self - respect and mutual respect — those qualities of character that make a diverse society possible — and loyalty to the American «proposition» that makes diversity desirable will we have met the demands of equity.

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

When Samuel commented on why it was wrong to sell Lucas Perez you brought up stats between Walcott and Perez and in that you proved using the stats why Walcott is better.If Wenger didn't have blond love for some of his players then why did he keep benching Perez when he was performing yet the average guys always got a look in the squad.So if there are stats which prove Walcott is better aren't there stats which also prove Perez is better?Think about that.You also said Perez is not as good as some of us make out.The funny thing is yesterday we had an argument on Giroud and I also tried to imply that Giroud is not as good as we make out and you opposed.You always kept bringing stats up to defend him.Do you know if Bendtner or Chamakh had scored 25 goals for Arsenal in any season they'd still have been regarded as average.You know why?Because quality has nothing to do with stats and is just a kind pf talent or state.It seems to me that you think you know it all.You also denied the fact that Wenger likes French players and that if Perez was French he wouldn't have been out in one season stating other players as examples.It seems to me that you deny things which are clear for everyone to see.If you think you know better than everyone go and teach Wenger how to win the trophy this seaWhen Samuel commented on why it was wrong to sell Lucas Perez you brought up stats between Walcott and Perez and in that you proved using the stats why Walcott is better.If Wenger didn't have blond love for some of his players then why did he keep benching Perez when he was performing yet the average guys always got a look in the squad.So if there are stats which prove Walcott is better aren't there stats which also prove Perez is better?Think about that.You also said Perez is not as good as some of us make out.The funny thing is yesterday we had an argument on Giroud and I also tried to imply that Giroud is not as good as we make out and you opposed.You always kept bringing stats up to defend him.Do you know if Bendtner or Chamakh had scored 25 goals for Arsenal in any season they'd still have been regarded as average.You know why?Because quality has nothing to do with stats and is just a kind pf talent or state.It seems to me that you think you know it all.You also denied the fact that Wenger likes French players and that if Perez was French he wouldn't have been out in one season stating other players as examples.It seems to me that you deny things which are clear for everyone to see.If you think you know better than everyone go and teach Wenger how to win the trophy this seawhen he was performing yet the average guys always got a look in the squad.So if there are stats which prove Walcott is better aren't there stats which also prove Perez is better?Think about that.You also said Perez is not as good as some of us make out.The funny thing is yesterday we had an argument on Giroud and I also tried to imply that Giroud is not as good as we make out and you opposed.You always kept bringing stats up to defend him.Do you know if Bendtner or Chamakh had scored 25 goals for Arsenal in any season they'd still have been regarded as average.You know why?Because quality has nothing to do with stats and is just a kind pf talent or state.It seems to me that you think you know it all.You also denied the fact that Wenger likes French players and that if Perez was French he wouldn't have been out in one season stating other players as examples.It seems to me that you deny things which are clear for everyone to see.If you think you know better than everyone go and teach Wenger how to win the trophy this season.

She taught me that if a pencil skirt doesn't come with a lining or the lining is made of synthetic material not silk you can go to the thrift store and buy an inexpensive out of style skirt from «another era when women always wore quality stuff» and move the lining to the new skirt.

«It is so powerful when you start helping families to think about the kind of person they hope for their children to become when they grow up, vs. the behaviors and qualities they are actually teaching their children.»

Role Playing How to Be a Good Friend by Mom Inspired Life Songs About Friendship for Kinder and Pre-K by Capri +3 Teaching Kids About Friendship and Being a Good Friend by Raising Lifelong Learners Making Friends: Teaching Kids to Learn and Respect Different Names by Munchkins and Moms How to Play with Friends a Preschoolers Visual Guide and Game by Powerful Mothering Helping Your Homeschooler Socialize by Still Playing School Making Friends Even When You Are Homeschooled by Learning 2 Walk Making Friends: Qualities We Look For in Friends by Tiny Tots Adventures Book Friends by Growing Book by Book Tips for Helping Preschoolers BE a Good Friend!

When you are teaching your children, you automatically spend a lot of high quality time with them, which develops great relationships with them.

But you have to think of it as an investment because the extra 10 minutes or so that you might spend actually making a sandwich (after you've sourced high - quality ingredients of course), washing some fresh fruit, and putting it all together will go a long way when it comes to teaching your children healthy habits.

While this may not sound like a discipline strategy, just wait: If you've taught your child to be cooperative, you can call on this quality when you need it.

«When I have read statements by the governor equating low scores with the quality of teaching, I cringe,» Bierwirth said.

Class size has been a significant issue for many years, with concerns long expressed about the quality of teaching possible when a single teacher is responsible for large numbers of pupils.

«But when we asked graduates to rank such things as the quality of the teaching, the graduate curriculum, and the help they received in selecting and completing their dissertation, we got dramatic differences.

A study led by the University of Southampton has found that people who continue to get problems from their asthma, despite receiving standard treatment, experience an improved quality of life when they are taught breathing exercises.

The Latin root of the word discipline means «to teach,» and children thrive when the adults in their lives focus on teaching skills and character qualities.

It did teach me good things and I saw my REAL HEALTHY weight and just how easy one can lose weight when he changes the quality of the food he eats.

This is a reflection of the Ayurvedic teaching of Like Increases Like - when we are exposed to certain qualities in the environment, our food and other sensory impressions, these same qualities are increased in our body and mind.

Actually, when you teach your body to have a big portion of high quality breakfast early in the morning, you'll end up feeling full for the rest of the day.

Significantly, when students are taught a growth mindset, they begin to show more of these qualities.

By discussing and defining the qualities of those exemplary teachers when they were students, professionals begin to define the roots of their own teaching.

High quality teaching and learning: Do we know it when we see it (and when we don't)?

So, what happens when there are differences in the quality of online teaching?

She says providers who already have good on - programme delivery are among the least nervous about the changes ahead when it comes in to teaching, learning and assessment - good initial assessment, good advice and guidance, an emphasis on an individual learning plan that encompasses both training and assessment (the mainstays of high quality work - based education, remain to the fore of the reforms.

Books When Tim Oates, director of assessment research and development at exam board Cambridge Assessment, was asked to use his school curriculum expertise to lead the government's review of the national curriculum, his international research highlighted the importance of high quality textbooks in realising the aims of national curricula and supporting effective teaching.

But when it comes to quality of teaching, the not - so - great teacher gives us the opportunity to get involved in our child's education at a deeper level than perhaps we have ever been before.

Those are some of the qualities that principals say they're looking for when interviewing candidates for open teaching positions.

Studies show that the quality of teaching and learning is better when educators have opportunities to collaborate with each other, share their ideas with administrators, and take on increasing responsibility and leadership roles.

«We need to demonstrate that teacher quality is important to us and that we know when people are teaching at a higher level.»

When he was 13 and all we had to offer was an alternative school that lacked safety, creativity, and quality teaching?

The AFT report concludes: Children can achieve when they are taught the basics early; when they are challenged by high standards and a rich curriculum; and when caring, firm adults pay strict attention to the quality of students» work and behavior.

From the smallest cells to the largest mammals, the study and teaching of biology, medicine & Co. can be a dynamic and interactive experience, especially when you include high - quality online resources.

When discussing changes that should be made to improve practice in schools, along with the role that the SENCO can play, delegates called for additional training for all staff to support Quality First Teaching and clarify the intervention pro is a lack of SEN continuing professional development (CPD) opportunities for staff, which effectively hampers early identification, quality of provision and opportunities for early intervQuality First Teaching and clarify the intervention pro is a lack of SEN continuing professional development (CPD) opportunities for staff, which effectively hampers early identification, quality of provision and opportunities for early intervquality of provision and opportunities for early intervention.

When asked which measures would most likely improve social mobility and help disadvantaged young people get on in life, almost half of respondents (47 per cent) chose «high - quality teaching in comprehensive schools», ahead of two social mobility policies adopted by the main parties in the recent election.

Dr. Hall: A good day for me is when I visit the schools and see quality teaching resulting in students learning and also enjoying being in school.

When introducing the pilot program for the first time to principals, the chief education officer, Barbara Eason - Watkins, herself a former principal, personally delivered the message that the EITP pilot would be the district's cornerstone in improving the quality of teaching and instruction and increasing student learning.

When instructional standards are made explicit, then programs can plan in ways that ensure that all teachers and teaching assistants have the knowledge, skills, and appropriate attitudes to provide high - quality instruction.

When teachers are able to balance their time and workloads efficiently, and can actually devote time to teaching, their job satisfaction is likely to increase significantly — this is vital not only for ensuring students are receiving a high quality education, but also for encouraging staff retention.

I fell in love with teaching all over again when I saw the joy that quality teachers, well planned activities and social justice could bring a community that were economically disenfranchised.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

When asked to provide evidence and guidance on enhancing the quality of teaching and student performance, I'm usually equivocal about advocating quick fixes because I know how long it can take to turn a school around, as I've already said in How schools get moving and keep improving.

When national resources are used to minimise student residualisation, to ensure that every school has access to high quality teaching and school leadership, and to promote the use of effective, evidence - based practices in every school, it is more likely that every student will receive a high quality education regardless of the school they attend.

«If we want to have high quality teachers in our schools we need to select the best graduates for teaching courses, ensure that courses are rigorous, and give beginning teachers support and professional development when they begin in the classroom.

High - quality teaching occurs when teachers come to the classroom with a toolkit of knowledge and skills that they employ based on a set of effective practices and that lead, over time, to student learning.

When students are more engaged, their motivation for learning increases, the quality of teaching improves and results are boosted.

When asked to rate the quality of teaching at their child's school, 86 per cent of Australian survey respondents said it was «fairly good» or «very good» — the seventh most positive rating of the 29 countries and above the global average of 78 per cent.

But, the concern that has been voiced, in places like New Zealand, is that when we talk about quality teaching, it's likely that this needs to be grounded in more of a sociocultural imperative.

Training or testing were offered as options for incumbent teachers to add the CLAD or ELA now required for most positions, but the quality might not be the same as when teaching English Learners is embedded into the credential program.

And profit - seeking management organizations contracting with schools to operate schools create other challenges when investor interests trump quality teaching and learning..