Sentences with phrase «teaching experience between»

iPass was set up by Nigel Haines and Jenny Bedwell who are both native English teachers at the British Council and have over 35 years teaching experience between them.

iPass was set up by Nigel Haines and Jenny Bedwell who are both native English teachers at the British Council and have over 35 years teaching experience between them.

Not just understand it well enough to say lots of nifty words about it — well enough to start from the basic empirical laws and principles and derive and demonstrate nearly the whole thing through the introductory classical level at the blackboard, without notes, as I do several times a year in front of several hundred very bright students a year, working with a team of Ph.D. physicists who are my co-instructors (with perhaps a century of teaching experience between us who, one would think, would correct my errors if I made any egregious ones along the way).

iPass was set up by Nigel Haines and Jenny Bedwell who are both native English teachers at the British Council and have over 35 years teaching experience between them.

We were retired classroom teachers with over 60 years of teaching experience between us.

iPass was set up by Nigel Haines and Jenny Bedwell who are both native English teachers at the British Council and have over 35 years teaching experience between them.

Not exact matches

To achieve this, the panels pointed to the importance of increasing dialogue between academia and business on the development of curricula to have business people teach classes but also to give students chances to experience business life through internships.

Learning the difference between pain and sin teaches Christians compassion — that quality that recognizes in others a common experience of need and pain.

Of course our doctrine of inspiration does not grow out of our experience with the Bible, but from the teaching of Scripture itself But that truth does not become actual apart from a real interaction between the text and my experience.

On the other hand, scholars who were sensitive to the differences between the historical Jesus and the Christ of the gospel tradition tended to see their task as depicting the historical Jesus in such a way that they and their readers might enter into his experience and so share his confidence in God, (For example, B. Harvie Branscomb, The Teachings of Jesus [New York: Abingdon Press, 1931], p. 209: «This is the source and ground of Jesus» confidence and courage....

It is the fusion of these three elements in his representation of Jesus» life and teaching that makes it a matter of the greatest difficulty to distinguish in any particular discourse between what rests upon a deep understanding of the true meaning of Jesus» actual words and what is read into them in the light both of experience and of preconceived ideas as what the Word of God should fittingly proclaim.

In this context it affirms a dialectical opposition between personal experience and objective intelligibility whichis anti-realist and so undermines the essential and enduring validity of propositional doctrinal teaching.

I'm chewing the cud lately about the difference between teaching information that leads one into relationship with Christ and experiencing relationship with Christ that results in teaching.

I have 5 years of experience working with kids, I used to teach ballet for 3 years to kids between 3 - 4 years old In Mexico.

Many gay men and women know from experience that the conflict between one's physical desires and contrary social or religious teachings can be painful.

After taking the time to understand acupuncture's complex history and implement the technique in my own health journey, I've found that the practice bridges the gap that stands between what modern science teaches us as physicians and what patients really experience.

Especially in the case of post-traumatic stress disorder, PTSD, there's definitely a connection between early childhood trauma, or just trauma in adulthood, some of these experiences can teach us to turn our nervous system on, or to get triggered more easily as a way of surviving in the future.

In this 15 - hour course, you will: • Experience extended meditations • Learn how to modify meditative postures for comfort • Discover the differences between the most common meditation styles • Create your own guided meditations • Find your meditative voice through practice teaches with the guidance of a mentor

• Attend a Yoga Alliance Registered School with internationally recognized teaching professionals • Learn simple strategies to discover your true gift • Experience a combination of Western Science with Eastern Wisdom for the Modern Yogi • Transform a vision into a mission • Have fun and be connected with wonderful people • Learn to teach asanas (postures) with ultimate balance between the physical and the spiritual • Learn to teach modified versions of asanas (postures) with the help of props • Discover relevant and in depth mechanics of human anatomical systems supported by a dynamic multi-media presentation, worksheets and practical demonstrations • Learn a unique flow style of yoga, suitable for all levels; not just the physically fit and advanced • Master completely safe, injury preventative teaching instructions • Learn extremely precise and detailed teaching linguistics • Learn how to create simple yet complex yoga flows to guide those with different needs and abilities • Get ample opportunity for practicing teaching skills in front of live students and apply the skills learned in our teacher training in your practica with the help of an experienced, professional mentor.

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There's also the fact that she will teach him a lot of things in between the bed sheets that he hasn't experienced with his young girlfriend.

The relationship between inspired environments and inspired teaching experiences goes a long way in the educational progress of pupils.

This exciting new approach to global learning through song has been produced as a result of collaboration between former headteacher Brian Beresford and Andrew Simpson, an experienced teacher who also provides teaching resources through his work for the BBC.

Before beginning graduate school in psychology, my experiences teaching in elementary schools led me to believe that the relationships between children and teachers are powerful mechanisms for change.

Barreiro, a member of the Mind, Brain, and Education cohort, had a teaching background in preschool and early elementary, while Zuniga, a member of the Education Policy and Management cohort, brought several years of working in organizations building bridges between parents and their children's educational experiences.

At your school, the person in this position may be called the technology - integration specialist or the education technologist; regardless of the title, this person, with teaching experience and training in curriculum and instructional design, will bridge the gap between technology and the teachers.

Somewhere in the midst of all this, there is a powerful, pragmatic way forward, and in a few places, Klein draws a breath and points to it: to balancing tougher entry into the teaching profession with a more professional experience once inside it; to content - rich curricula that are truly worth teaching; to technology in the service of new forms of learning; and to sophisticated partnerships between those in the schools and the families, community leaders, philanthropic institutions, administrators, and taxpayers beyond the school walls.

Medium - based instruction (i.e., training online instructors to teach online via an online program) can help instructors develop the necessary skills to foster interaction and communication with and between learners during the online learning experience.

In fact, Vigdor explains, «the available evidence suggests that the connection between credentials and teaching effectiveness is very weak at best, and the connection between additional years of experience and teaching effectiveness, while substantial in the first few years in the classroom, attenuates over time.»

The process taught my students skills from across the standards spectrum, and it made them conduits between history and a person's life — an experience that stayed with them well beyond the assignment.

Linda Howard, for example, a sixth - grade English teacher at Morton Middle School in Fall River, Mass., describes her experience teaching in a model in which students rotate between working online and face - to - face: «I get to work with small groups a lot more.

In order for our students to receive the best educational experiences possible, and in order to improve America's standing in the global economy, partnerships between our teaching and learning institutions and workforce industries must be forged.

But the available evidence suggests that the connection between credentials and teaching effectiveness is very weak at best, and the connection between additional years of experience and teaching effectiveness, while substantial in the first few years in the classroom, attenuates over time.

School - based collaboration between experienced and new teachers around curriculum development would orient new teachers to their curriculum and help them figure out what to teach and how to teach it.

We found no significant relationships between the percentage of students passing each section and instructors» tenure status, total years of experience, or experience teaching statistics.

There is no doubt too that the teaching I received allowed that memory to linger and therefore create the immediacy of the connection between my classroom learning and my first hand experience all those years later.

www.onemoretime.biz This exciting new approach to global learning through song has been produced as a result of collaboration between former headteacher Brian Beresford and Andrew Simpson, an experienced teacher who also provides teaching resources through his work for the BBC.

Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community - based organization that provides a path to college, starting in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whole child

d. Teacher experience, measured as the percent difference between the percent of teachers in their first or second year of teaching at alternative and regular schools.

The experiences of these six districts demonstrate how collaboration between teacher's unions and administration can be created and sustained over time to improve teaching quality and student performance.

This article examines the socialization rites that newly appointed secondary school vice-principals experienced as they negotiated the passage between teaching and administration.

This article discusses the authors» experiences leaving their roles as teachers in public schools and then returning to teaching some time later, focusing on how these experiences expose a gap in understanding between U.S. policymakers who work on educational law and the teachers to whom educational laws apply.

What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority students and a second dedicates funding for high - quality clinical experiences, particularly for educators teaching in high - need areas.

In fact, in a study of a project - based approach to teaching social studies and content literacy to 2nd graders, my colleagues and I were able to close the gap, statistically speaking, between students in high - poverty school districts — who experienced project - based units — and students in wealthy school districts — who did not.

The authors proposed that the student teaching experience would be enhanced by making the relationship between the student - teacher and the supervising teacher more learner centered and more constructivistic.

«What I enjoyed most about this program was the joy experienced while learning and teaching, the collaboration between students, the collaboration between adults and the Neighborhood Bridges Festival.»

We see completely stable teaching teams containing examiners and with a history of accurate predictions experiencing a 20 per cent gap between A * - C predictions and results.

Through the unique partnership between NEA and BetterLesson, the premier provider of online teacher - generated resources, NEA teachers can access comprehensive lessons in math and English language arts that were created, taught and tested by NEA - represented teachers, like Murphy, who have experience incorporating CCSS standards into their daily lessons.

Other practices that should be evident within classrooms include the following teaching strategies: active learning experiences, varied instructional strategies, balance between teacher directed and child directed activities, an integrated curriculum, and learning centers.

They apply their rich life experiences — as surgeons, soldiers and foster parents — to a wide range of school settings, whether they're teaching early childhood education, adult education or anything in between.