Sentences with phrase «teacher than knowledge»

There is no better teacher than knowledge and experience when trying to recover from infidelity.

Not exact matches

Let us continue to examine the nature of the synoptic tradition by considering the results of the work of the scholar who has probably done more than any other to make available to contemporary scholarship historical knowledge of the teaching of Jesus, Joachim Jeremias of Gottingen, whom we are proud to acknowledge as our teacher.

Receiving a solid instruction in Islam by teachers who are secure and at home in American society is surely far better than the fragmentary knowledge available on Internet forums where jihadist wannabes congregate and encourage one another's fantasies.

Of all the possible names here we will mention only that of our own teacher, the moderately conservative Joachim Jeremias, who deserves to be heard on this point, if only because he has done more than any other single scholar to add to our knowledge of the historical Jesus.

And a nurse, although most likely not an expert in all health conditions, is more likely to have a basic knowledge of your child's condition than the teacher may have.

With more than a decade of experience as elementary school teacher and parent educator, Amanda Morin has discovered that teaching is more than just lesson plans, it's an interactive process that involves parents, teachers and students working together to create a base of knowledge.

The human relationship between the child and the teacher is the basis for healthy learning, for the acquiring of understanding and knowledge rather than just information.

This is why teachers think that a mathematical problem that is consistent with intuitive knowledge is easier for pupils to solve than a problem outside its scope.

Though, I was dissapointes with how this article seems more like a community college sophomore's lengthy attempt at passively aggressively attacking their hippy teachers personal love of chlorophyll, than an article with reliable knowledge much less to be relied upon fully.

And I imagine she has a little more knowledge than a yoga teacher.

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knoTeacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knoteacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

Both saw learning as a social act, where teachers and students dialogued and all created knowledge together, rather than teachers filling the students with content and information as if they were empty vessels.

Teachers have also reported that their knowledge of students is better than ever before, enabling them to plan appropriate Term 1 activities.

«Since I believe that teaching and learning is, to a great extent, working with the experience and prior knowledge of the learners — and of the teachers — the opportunity to work with the fellows will give me access to a very different range of experiences than I normally have in the courses I teach at the Ed School.»

(research, Spring 2007) says there is a growing «approach to teacher education and certification based on ideology rather than teaching skills or mastery of content knowledge.»

The Royal Society for the Arts recently reported that for DT teachers: «the acquisition of specialist technical knowledge takes on a greater urgency than learning about design.»

In a 2001 study, Robert Strauss and William Vogt found that the productivity of teachers is driven primarily by their knowledge of subject matter rather than of pedagogical techniques.

A teacher may become a facilitator, motivator, and confidante rather than a transmitter of knowledge or disciplinary figure.

With clear descriptions, teachers can direct their instruction toward promoting students» mastery of skills and knowledge rather than toward getting students to come up with correct answers to particular test items.

When teachers pool their knowledge and talents through shared professional learning and experience, they are «smarter» than any single person on the team.

Heads of schools should also have more knowledge than central administrators about which teachers to hire and who deserves promotion or a raise in salary.

Needless to say, they include a vastly more rigorous curriculum, higher expectations for all students, a knowledge - based rather than a methods - based emphasis in teacher education, and a more thoughtful system of assessment rather than the relatively mindless fill - in - the - blank approach of so many conventional standardized tests.

It requires training and coaching with performance feedback in the classroom to help teachers transfer the knowledge into skills, which is much more difficult when it comes to behavior than it is for academics.»

Hundreds of thousands of AP science students — and their teachers — are now expected to grapple with the inquiry process, real world applications of scientific principles, and synthesis of content knowledge at a higher level than ever before.

According to Hattie, teacher subject - matter knowledge had an effect size of 0.19, meaning that it was far less effective than other factors like classroom management (0.52) or effective teacher feedback (0.75).

It's true that Eisenberg failed to find a correlation between teachers» GPAs and their students» achievement, but GPA is considered a fairly crude measure of a teacher's subject - matter knowledge; teachers presumably take courses in college other than those in their subject area, courses that might drag their GPAs down.

The first being that the teacher has knowledge of each student's stage of learning, and secondly that the stage of learning is characterised by sufficiently broad descriptors as a cognitive continuum, rather than highly focussed content descriptors.

But Kate Walsh, president of the National Council on Teacher Quality, says that the «certification process» has only a «crude capacity for ensuring» quality teachers, because pedagogical «knowledge can be acquired by means other than coursework.»

Finally, even though roles are not absolutely essential in a WebQuest, I find that it helps if teachers have more than superficial knowledge about cooperative learning strategies.

The Rule of Three for learning helps us as teachers to design our lessons with not only multiple opportunities for the students to acquire the skills and knowledge, but it helps us to deliberately increase the level of complexity and difficulty with each iteration, which, as it turns out, helps the students to remember more because they are experiencing the learning rather than just observing it.

What evidence there is, however, suggests that there is much less correlation between teacher subject knowledge and student achievement than one might reasonably expect.

It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.

To undo the problems created by test - based accountability, teachers must refocus instruction on teaching the underlying knowledge and skills that any good test should reflect, rather than spending time preparing kids for the specific test used for accountability.

Beyond those common strands, though, the curriculum for teacher preparation «has been largely driven by ideology and tradition, rather than empirical knowledge and investigation.

Often echoing ideas held historically by scientists, students» misconceptions are at times ignored by teachers, rather than being used as steppingstones to new knowledge.

Thus, when teacher training focuses on knowledge and skills involved in interacting with young children, it will likely have more beneficial consequences than simply requiring teachers to add a course here or there.

Using both quantitative and qualitative analyses, we will evaluate the hypotheses that: a) Classroom teachers can successfully and consistently integrate a CEMS approach in their algebra instruction, b) Students» procedural flexibility, procedural knowledge, and conceptual knowledge for a variety of algebra topics can be reliably assessed and each type of knowledge is positively related and predictive of one another over time, and c) Integrating a CEMS approach supports better procedural flexibility, conceptual knowledge, and procedural knowledge for a variety of algebra topics (units) than business as usual instruction.

Using various techniques, teachers can help students see that hard work and incorrect answers — the «productive struggle» crucial to real knowledge acquisition — represent steps on the path toward mastery, rather than seeing them as signs of failure.

Beatty, who has been using and studying CRS products for more than a decade, acknowledges that the language and purpose of the question cycle, which he says is «to form habits of mind and find the limits of knowledge,» sound more ivory tower than AP Bio, but he contrasts the current norm — the quick and shallow recall of facts required of American high school science and math students — with his larger objective: renouncing the myth of coverage, the idea that what a teacher covers in class matters.

Rather than observing teachers in lessons on their subject knowledge, subject associations should develop accredited programmes for them to attend.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

New elementary school teachers who were well - prepared in preservice programs to teach reading expressed greater confidence in their knowledge and skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instruction.

The existing priorities of teacher preparation programs, however, are more aligned with fostering academic knowledge and critical thinking than with teaching these practical skills.

Showing no self - awareness and little knowledge of her own field, geography teacher Tony Henson said of the walkouts from more than 100 Oklahoma school districts, «It's like the Arab spring, but it's a teacher spring.»

More than likely, laggard teachers and school leaders who realized they couldn't hack it under increased scrutiny of their performance decided to take the easy way out, and in the process, cheated children out of accurate assessment of their knowledge that they need in order to get the remediation they deserve.

Their findings also suggested that classroom teachers scored students significantly higher than outside raters in the area of reading, where the lack of portfolio evidence was most likely supplemented by teachers» knowledge.

As one practitioner argued, «Teacher leaders need to be able to take into account the perspectives of others and operate within a system, rather than solely from their own knowledge and beliefs.»

This framework recognizes that teachers should integrate technological knowledge with subject matter learning, rather than focusing only on technological knowledge at the expense of appropriate pedagogy or the content (Koehler & Mishra, 2009).

For teacher leaders, a solid understanding of the philosophy and overall pedagogy is more important than prior knowledge of specific units, since teacher leaders can gain logistical knowledge of units by working with teachers as they use the instructional materials.

After it became obvious that teacher leaders attending the preparation program were more experienced and knowledgeable in some strands than others, the preparation program was modified to reflect a continuum of knowledge and skills.