Sentences with phrase «teach to students who»

And then I also saw two teachers who were just operating out of a single office and would teach to students who were in an entire classroom somewhere else.

Here's a sequence you can teach to a student who is suffering from a tension headache.

She teaches to students who may want to work at their own pace or don't do well in a traditional classroom setting.

Not exact matches

A rule of thumb I teach students to use is to multiply the number of respondents who say they will definitely use a service by 80 percent.

So Schnidman Medbery, who studied computer science at Columbia University before spending two years with Teach for America in rural Arkansas, decided to create software to help teachers track and analyze student performance.

The Show Me Cost Rica Project project taught me to become more flexible, open - minded, and self - aware in my daily actions to remain a positive role model for the students who would come after me.

Our Digital Inclusion Program teaches foster youth basic digital literacy skills and provides them with a laptop and mobile Internet access for five years, two things that most of us take for granted but can be life changing for students who are accustomed to writing essays on their cellphones.

Students who plan to become teachers in a high - need field in a low - income area may qualify for a TEACH grant.

«Students and staff have the right to teach and learn in an environment free from the worry of being gunned down in their classrooms or on their way home from school,» Women's March organizers, who are setting up the school walkout, said in a statement.

I began by teaching it to my college students, and over the past year have seen it turn peoples» life around and even benefit entire families who adopted it!

And, talk to students who are making big money doing what the guru taught them.

«Our students are taught by the same Wharton faculty who hold them to the same standards of performance and intellectual rigor,» says Anjani Jain, Wharton's vice dean of MBA Program for Executives.

I think teaching for 22 - 30 hours a week for students who want to learn must feel very rewarding.

Cross-country coach Scott Beigel, who taught geography at the school, died after opening his classroom door to students, the Sun - Sentinel reported.

I am a full time college student who has been called by God to go to China to teach English.

An educational program aiming to nurture citizens who can function justly within the mosaic of American culture and within the world's multicultural pluralism should teach students the dynamics of various hegemonic orders, the reasons for their emergence, the conditions of their continuence, the factors that lead to their decline and fall.

Some sympathy has to go to the teachers who usually have to teach in overcrowded and very mixed abilities of students and little ability or limited latitude to discipline.

Alfred Neumann in Six of Them tells of a German professor of law who continued teaching in the early days of the Hitler regime, lecturing on justice with pointed reference to its subversion in the Nazi state.36 When fired from his position, the professor, his wife, and a loyal band of students publish secretly copies of his lectures and other material attacking the injustices of the regime.

According to the national economics standards, students should be taught only the «majority paradigm» or «neoclassical model» of economic behavior, for to include «strongly held minority views of economic processes risks confusing and frustrating teachers and students, who are then left with the responsibility of sorting the qualifications and alternatives without a sufficient foundation to do so.»

It is a pleasure to wrestle with the ideas advanced by Bloom, Boyer, Bok and Kimball, today's college professors will tell you, but if teaching is a process of building on what students already know, how can they be expected to teach students who don't know anything — the culturally illiterate?

What happens when young, Christian students aren't supported in their pro-life views from other Christian organizations, ones that supposedly follow Christ - like teachings of love and compassion and the calling to protect those who can not speak for themselves?

The key to effectiveness in such adult leadership is the sincere appreciation by those who teach of the intrinsic worth of the work they ask their students to do.

With skillful teaching it is often possible for the same course of study to be vocational for those students who need it to be and a liberal study for those who do not.

Christianity teaches that this particular individual, and so every individual, whatever in other respects this individual may be, man, woman, serving - maid, minister of state, merchant, barber, student, etc. — this individual exists before God — this individual who perhaps would be vain for having once in his life talked with the King, this man who is not a little proud of living on intimate terms with that person or the other, this man exists before God, can talk with God any moment he will, sure to be heard by Him; in short, this man is invited to live on the most intimate terms with God!

It does not imply any particular recommendations to the effect that theological schooling ought (or ought mostly) to take place within particular congregations, or that classes ought to include selected parishioners along with theological school students, or that only persons who also lead congregations (or have recently done so) ought to do the teaching, and the like.

When it starts getting into science however and they choose not to teach facts about science, I'd be hardpressed to believe that a student who was seriously looking to go into medicine would choose a place that doesn't teach it correctly, and even more, I don't think many hospital would want students from a college that didn't teach medicine.

Clerking for the U.S. Supreme Court is the great goal of many elite law students, and it provides a crucial credential for those who want to teach law.

Most of our missionaries are recent college graduates who return to the college campus and invite students into a personal relationship with Jesus Christ and his Church and inspire and equip them for a lifetime of Christ - centered evangelization, discipleship, and friendships in which they teach other to do the same.

And in conforming to mainstream academic tenure standards, is BYU losing talented professors who are best equipped to prepare students to consider changing moral foundations, but lack professionally accepted venues through which to publish what they teach and study?

I did talk with one other student who picked a church for the pastor's teaching, but I listened to this pastor's sermons online, and it was nothing but fluff and stories.

Now understand, as a student, you may have opportunity to teach others, but the best teachers are those who are students first and foremost.

I have also found myself looking into the faces of that diversified company of informal students embracing, for example, my colleagues teaching in other fields, as well as those other friends from all walks with whom I spend sustaining nonworking hours and who, ever and again even in the midst of play, put me back to work with «simple» innocent questions about the Bible.

First of all to my parents, my father, Remus Muray, and my mother, Marianna Muray, for their part in bringing me into the world, and their love, understanding, and encouragement throughout my life; to John Cobb, my theological «godfather» who first introduced me to process thought, and to whose friendship, inspiration, encouragement, and intellectual stimulation I am more grateful than I could ever express; to David Griffin, who taught me how to think critically; to Jay McDaniel and Kevin Clark for their enduring friendship since our student days and perpetually intellectual stimulating conversations; Nancy Howell, without whose encouragement this project may not have been undertaken; William Dean, whose work has proved to be so liberating; to David and Rosanne Keller, for their friendship, the opportunity to work and play with them, and for their living relationally; Josephine Bates, for her friendship, encouragement, and support in this endeavor; the Rt..

Ann Maguire, who was due to retire at the end of this term and who had just celebrated her 40th year in teaching, was attacked in front of students.

Those who teach Dante and Dostoevsky, for example, read their works religiously and not as consumers, and they invite students to enter a similar discipline.

A seminary colleague recently commented on one of the ways that current students differ from those in the»70s and»80s» «When I began to teach, students who did not come from Presbyterian families apologized.

In discussing the kind of doctrine that ought to be taught to Jesuit students, he wrote in the Constitutions: «The doctrine which they ought to follow in each subject should be that which is safest and most approved, as also the authors who teach it» (no. 358).

If the learned are to teach others who lack such learning, they must accommodate themselves to the capacities of their students.

Combining top - notch exegetical skill, a clear and compelling writing style, and deep pastoral insights, Robert Chisholm has provided a commentary on Judges and Ruth which should be part of any Bible student or Pastor's library who plans to teach or preach on the books of Judges and Ruth.

Students were released from classes to attend religious instruction of their choice taught either at a church or synagogue or by teachers who came to the school for that purpose.

As one who has taught on the college / university level for eight years, to some degree I share this concern: I take delight in a student's paper that is well written, with few grammatical and spelling errors.

We sat on the student interview committee that would help choose a new member of the philosophy faculty, and we were thrilled one day to find ourselves interviewing Professor Russell Hittinger, an eminent natural law theorist who had taught at Fordham, Princeton, and the Catholic University of America.

Faculty will teach with the full Doctrinal Statement in mind; but we welcome warm dialogue with students of varying backgrounds who subscribe to the above positional statements.

Now he must teach, and preach, and express what he had so far been able only to set down in the margins of his textbooks, or give to his students, or express informally to his brethren, who were not always either interested or in agreement, though never less than aware of his gifts.

A significant figure hovering over this discussion is Hütter's Duke colleague Stanley Hauerwas, who over the years has encouraged his students to engage Catholic theology and the teachings of the Catholic magisterium.

Like his more speculative contemporary Ptolemy, a moderate Gnostic teacher, he undoubtedly thought of himself as standing in «the apostolic tradition» in a «succession» of teachers.24 Like pagan teachers and rabbis, Justin laid hands upon the head of each disciple on the completion of the course.25 At his trial, Justin, philosopher - prophet - teacher, describes the «school» where he has been teaching for the examining prefect, who will presently put him and several of his students to death.

We make inroads for aspiring chefs who want to work or intern in restaurants, we teach skills to match our students interests, and we aim to expose our students to as many facets of cooking and food as we can.

During his first ever week of teaching, students referred to him as «The teacher who is afraid.»

Bertschi students are taught to know who they are, who their fellow students are, and the impact and influence they have on their community.

At a school for difficult children, Mr. Davis, a teacher who taught eleven - and twelve - year olds, asked me if I could come to his class and give him some advice on cleaning up the foul language his students used.