Sentences with phrase «teachers give to their students»

Those were the instructions that Jessica's 4th grade teacher gave to her students tasked with creating inventions for their school science fair.

Not exact matches

For every paid membership, we give a free one to a low - income family, teacher, student, or veteran, because we really want everyone to have access, regardless of wealth.

«We have dramatically increased access to school options for Newark families, provided grants directly to teachers at 37 schools, given 300,000 books to Newark students through the My Very Own Library program, and just recently, we committed to a $ 1 million initiative to improve early childhood education in Newark,» the foundation said in a statement to CNBC.

In one district in Maine that gave iPads to students, 88.5 % percent of teachers said they preferred laptops.

I give everything to my students and many have chastised me for giving too much information as a teacher.

«Through the Werklund School of Education, I would like to see teachers given tools to help them truly connect with their students,» said Werklund.

«STEM Behind Hollywood» uses the scientists and experts who consult Hollywood filmmakers to create free classroom activities for teachers, including software and iPad apps, to explore popular movie themes such as zombie, superheroes, space and forensics to give students the chance to solve problems as real - life scientists would.

In honor of the upcoming return to school for millions of students, it seems an appropriate time to give credit to the masterful skills of teachers.

One of the ways in which industry and academia gap can be closed is by giving teacher breaks to work in industry and come back with the knowledge to share with the students.This way, the students will get both the academic and industry knowledge from the teachers.

And I have admit that I always give the «lawyer's argument» for the great book I'm teaching, while often merely alluding to criticisms both tentative and pointed.The Catholic approach is not appropriate for a teacher at a non-Catholic college, and my approach usually has the effect I can't completely explain of making my smart Christian students more Christian.

So often, what students seem to learn from their theology or exegesis course is that this sort of thing is too hard to do without the teacher's help - so they give up trying to do it after graduation.

The very fact that it nowhere appearsto give a clearly comprehensible list of the sacraments, for example, but prefers to distribute them in different models, while never synthesising them simply and clearly, is surely not only inadequate doctrinally, but also unhelpful educationally for teacher and for student.

I shall be reflecting largely from my own experience, as process thought enables and indeed requires us to do; but the nature of that experience is essentially that shared by all who nurture — whether, for example, single social workers, middle - aged adoptive parents, teachers who care about their students or, I suspect, those artists and poets who cherish and give birth to the world.

The bond is constituted through common interest in the object of study; the student respects the teacher as the possessor and mediator of certain crafts, a body of knowledge or an accomplished skill; he considers him worthy when this treasure is great and significant and when the teacher is willing to give of it freely.

The teacher gives of himself to the student without receiving anything in return; personal relationship means nothing to the teacher, but the master - disciple relationship at its very core is one of mutual significance.

From this we can understand the replaceability of the person; any given teacher like any given student is replaceable; if he is not, it is merely that none can actually be found to take his place.

One of the students was right in the middle of giving the soliloquy that he had to memorize for class and the teacher just started breastfeeding her baby right in the middle of it.

«I decided to start making «Salsa for Dads» for Father's Day with my students because I wanted to give dads something they would enjoy,» says Sarah Gleason a teacher in her seventh year at North Valley Academy.

I'm admittedly one of those irritating overachiever students who sits in the front row, introduces herself to the teacher on the first day, and gives herself extra homework because it «looks like fun.»

Every time a person signs up as a member, they give a free membership to a veteran, school teacher, student or family in need.

The focus of the training, delivered via professional - development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive emotional climate» and show «sensitivity to student needs for autonomy.»

Students got their papers back with the teacher's comments and the Post-it, and then they were given the option of revising their essay to respond to the comments and improve their grade.

Jay Mathews, education writer for The Washington Post, wrote a recent column about teachers who refused to give students back their graded tests.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

At the very moment when a student might be gearing up to react to the teacher's comments as a threat, a sign of the teacher's personal disapproval or bias, the Post-it gave the student an alternative frame through which to view those comments — not as an attack, in other words, but as a vote of confidence that the student was capable of high - quality work.

The intention of this course is to give the teacher a living connection to science so that this same enthusiasm, understanding, and interest can be shared when the teacher is working with the students in the classroom.

It gives you direct access to teachers, other parents, and other students, and from them you get to hear a wide cross section of opinions about and experiences with school food.

In second - guessing Shakespeare, you should not be so quick to give credence to a high school student's English teacher.

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.

Hello Bettina, I am a teacher who has attempted to advocate for our at - risk students in requesting that colleagues stop giving candy as a «reward» to our middle and high school students.

Admission is based on a review of many factors, including strong prior academic performance, positive teacher reports, a successful interview at our School, and the student's ability to give something back to our School community.

So, if nothing else, I applaud the Roosevelt students (and their civics teacher, Tim Meegan) for giving voice to their concerns and successfully getting the district's attention within a matter of days.

I'd absolutely love to work with teachers who would explain the menu to the students and give them some positive input about the menu!

We hope that this national awareness campaign will better educate parents and teachers to give our young students guidance on the Internet.

'' [T] he research offers no reason to believe that students in high - quality classrooms whose teachers give little or no homework would be at a disadvantage as regards any meaningful learning.»

For example, some teachers give high grades to students who try hard and hand their homework in even if their calculations are consistently wrong.

One Pennsylvania teacher may have had his / her mind wrapped so far around all things Fifty, that they thought giving a word search based on the movie was a great way to exercise the brain power of a class full of middle school students.

Here's a list of 20 homemade gifts our elementary teachers said they have gotten from students and loved to give you an idea of what your teacher might like too!

Again in British Columbia, it is equally interesting to look at the awards and honors given to a high - school teacher and basketball coach, who according to investigative journalist Robert Cribb's March 2015 article, «Teachers» bullying scarred us say Student Athletes,» in the Toronto Star had multiple athletes report that he was bullying them (3).

«At the very moment when a student might be gearing up to react to the teacher's comments as a threat, a sign of the teacher's personal disapproval or bias, the Post-it gave the student an alternative frame through which to view those comments — not as an attack, in other words, but as a vote of confidence,» writes Tough.

Tough recounts an experiment by David Yeager and colleagues in which teachers provided feedback to students on their essays and then added a Post-it that said either the comments were given as feedback or the comments reflected the teacher's high expectations for the student.

Teachers aren't supposed to pick on their students, and making up a mean little award like that and giving it to a kid during a school assembly is humiliating and bullying.

Ms. Hilts the music teacher has thoughtfully given each student several roles to play in this piece that challenges them each individually and yet harmonizes the class.

Home educated students don't have careers advisors to help or Head teachers to give references.

At the same time, our teachers show students how disciplined study of artistic principles can give them powerful tools to pursue any line of intellectual pursuit.

Check out this adorable Footprint Manger Tile preschool teacher Ruthann made with her 3 year old students to give to the parents as gifts!

I will give you all the skills you need to be a successful teacher and start your own business.You will receive my support throughout your journey from student to teacher and beyond.

Some teachers may choose to receive funding to bring their students to the Museum on a field trip, giving the students an opportunity to connect what they learned in the classroom to the world outside of school.

After some initial resistance, Mr. Brown says that his teachers now love breakfast in the classroom and the ability it gives them to bond with their students in a new way; the teachers like connecting the children to good nutrition.

«It gives teachers a chance to gain focus, and students have something to snack on while they wake up and the teacher leads them through their morning.