Sentences with phrase «teaching in lasting ways»

We found that Cincinnati's evaluation process improved veteran teachers» teaching in lasting ways, partly, we think, because of the detailed, individualized feedback from peer observers that are central to the Cincinnati process.

Not exact matches

Last year, in an attempt to address the growing STEM skills gap in Britain, the British Broadcasting Corporation (BBC) led a collaborative effort by 29 organizations to give every 7th grader in the country a pocket - sized programmable computer that helps teach coding in a simple, fun, and accessible way.

(144,000 the new Jerusalem) * Revelation 3:12 and I will write upon him the name of my God, and the name of the city of my God, which is new Jerusalem, which cometh down out of heaven from my God: (Revelation 21:12) And it shall come to pass in the last days * Isaiah 2:3 And many people shall go and say, Come ye, and let us go up to the mountain of the Lord, to the house of the God of Jacob; and he will teach us of his ways, and we will walk in his paths: for out of Zion shall go forth the law, and the word of the Lord from Jerusalem.

But in the seminar I attended (which was taught by a Pagan High Priestess, by the way...), I noted the belief of a creation, of an ongoing battle between good and evil, and of a coming final last battle, in which humans will join in the fight to defeat and vanquish evil from the universe.

Jesus Himself, claimed by some of them as the great revolutionary, was first and last a Jew, thinking in Jewish terms, talking in Jewish ways, dependent for His teaching upon the Jewish tradition.

However, we needed at least one speaker who could explain in a rigorous but popular way the objective basis of the Church's teaching, constitution and ministry, and properly analyse its salvific effects on human culture over the last two millennia.

Even for the Catholic the road from the general principles of Christian ethics to concrete decision has become considerably longer than formerly, even when he is determined unconditionally to respect all those principles, and for a good part of the way, in the last decisive stages of the formation of the concrete moral imperative, he is therefore inevitably left by the Church's teaching and pastoral authority more than formerly to his own conscience, to form the concrete decision independently on his own responsibility.

In the last ten years I have moved increasingly toward experiential teaching (using self - awareness exercises, role playing of counseling methods, live demonstrations of growth groups, and so forth), which involves the students» own feelings, responses, and needs; asking the students to draw up their own «learning contract» based on what they want to get from a given course or workshop; expecting students to participate in the teaching by sharing in some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teachinIn the last ten years I have moved increasingly toward experiential teaching (using self - awareness exercises, role playing of counseling methods, live demonstrations of growth groups, and so forth), which involves the students» own feelings, responses, and needs; asking the students to draw up their own «learning contract» based on what they want to get from a given course or workshop; expecting students to participate in the teaching by sharing in some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teachinin the teaching by sharing in some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teachinin some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teaching.

I guess your «bible» leaves out the last few verses in Matthew where Christ commissioned the church to «make disciples» of all nations, teaching them...» I say so because your ad nauseum rants will not lead to the conviction, repentance, and salvation of one soul... unless someone happens to read your diatribes and say «OH GOD, there must be something better than this, please show me the way»!

The contemporary German theologian Gerhard Ebeling has taught us to think of faith in still another way, which is the sixth and last we will consider in this chapter.

I DO believe the end time prophesies will play out in ways similar to what evangelicals have taught for the last 60 or so years.

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

QPR and Burnley took radically different approaches to last season: The former kept faith with Shaun Dyche and made just a few tweaks to the side that came up; the latter spent a fortune, bought half a new team, and got Glenn Hoddle in to teach the side a new way of playing.

This paints a bleak picture for the Gunners, but if the last 18 years has taught us anything it is that the club tends to find a way of securing its place in the Champions League

Any parent will tell you that it is agonizing to hear their baby cry, and if this is the method chosen to teach their baby to sleep, the very last thing they need is to be made to feel inadequate in any way.

I took Teaching Parenting the PD Way last March and fell in love.

Last, but not least, if your child is in day care, then make sure that you are teaching him the same way that they are teaching him.

Kinnock was my big political hero — in fact, my last political hero, back before the Blair years taught me the hard way that idolising politicians is a mug's game.

Schools have improved in the last 13 years in many ways - in raw standards, in the number and percentage of pupils who now gain the magic five A * - C (or equivalent) GCSEs, in the quality of teaching and learning in our schools, in the quality of our school buildings, in the creativity and flexibility of the curriculum, and in the range and quality of specialist equipment in schools.

These focus on harnessing the wisdom of teachers, helping the business community promote new directions in precollege science education, and — last but not least — catalyzing major changes in the way we teach college - level science.

I can not believe that we have heard the last of him, but either way he has already constructed a monument, which, if it does nothing else, teaches those of us who supposed in our innocence that science was merely about doing experiments that we were much mistaken.

At her last teaching job, «at a real small town,» a particularly influential minister was encouraging teachers to «spread the Word» among their young ones in any way they could.

Besides allowing you to get progressively stronger and build thick, rock - solid slabs of muscle, this way of training builds the ultimate mental and physical toughness — it's literally the best way to teach your mind to push through the last mental barrier and squeeze out those last few reps.. In the bigger picture, your high intensity, low volume work will minimize the time you spend in the gym while maximizing your gainIn the bigger picture, your high intensity, low volume work will minimize the time you spend in the gym while maximizing your gainin the gym while maximizing your gains.

Phase 4 lasts from day 12 - 21 and in this section Brian teaches you a powerful way to continue losing weight for the last 9 days.

He realized the true power of performance only after appearing in 2010's The Last Exorcism, which taught him that acting could be a way of «getting to feel things that I wasn't allowing myself to feel.

Developments in the last century — the evolving global economy, an unprecedented migrant crisis, massive social changes, and increasingly seamless digital connectivity and convergence across work, play and life — have forced a challenging shift in the way we think about what matters most to teach and learn.

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The best I could come up with at the end of last semester for my students, whom I absolutely adored, was that I felt like a bit less of a sellout for having left teaching in the Boston Public Schools in favor of the indulgences of Appian Way.

From Teach For America to Khan Academy, innovative initiatives have been popping up in the world of education over the last several years, all looking to change — for the better — the way things are done in the field.

Examples will be shared that emphasize how one school has moved beyond change to transform the teaching and learning culture in a way that lasts.

Having used the trades as a basis for paying his own way through college to, ultimately, graduate self - financed and debt - free; Lyman has been teaching at Beloit Memorial High School for the past 11 years - the last 2 in Career & Tech Ed.

That $ 2.5 billion could have a profound and lasting impact if it were used instead to support a network of «residency schools» that would strengthen the quality of teachers and principals in the same way that teaching hospitals ensure the quality of physicians.

Riley spoke last week on an Education Writers Association panel in Boston that examined ways to teach educators the science of how students learn.

ERIC JENSEN is a former teacher who has taught at all levels, from elementary school through university, and who is deeply committed to making a positive, significant, and lasting difference in the way we learn.

Last year, Teaching Matters teamed with the NYC DOE to offer the Emerging Teacher Leaders Program (ETLP) that worked with over 150 teachers in Renewal Schools on a systematic way of applying for teacher leader roles.

The curriculum isn't relevant to what will help them succeed in today's society and is taught in the same way it has been for the last 100 years.

«That is a big shift in the way we have been teaching English - language learners for the last decade or two,» said LaFors.

During his last two years in law school he went at night and worked his way through by teaching junior high school in the South Bronx in New York City.

At the Midwest Writers Workshop last week, I taught a session called, «Quit Whining and Send Another Query,» in which I shared what I know about the mechanics and emotions of finding an agent and dealing with rejection along the way.

It told a largely made - up story that cobbled together as many mutants as possible (apparently X-Men: The Last Stand didn't teach the producers any lessons about that mistake), though most of those mutants were far from fan favourites and the ones that were (e.g. Gambit, Deadpool) were either barely in the movie or horribly mishandled in more ways than one.

He has said teaching in secondary schools should «encourage pupils to use their imaginations in a much more unbridled way» and he also caused a small squall early last year when he said he thought the royal family had always been «a bit bonkers».

Gardner thinks that much of the study's lasting success comes from prioritizing satiation, not cutting calories, and teaching participants how to satisfy their hunger in a healthy, wholesome way.

The way i'd been taught, we've had massive climate fluctuations, even in the last several thousand years, before any fossil fuel burning or ozone depletion.

The last time I felt this way was when teaching administrative law in the spring of 2001.

In our last post on the Gottman Relationship Blog, we promised to teach you «the right way» to share humor in your relationshipIn our last post on the Gottman Relationship Blog, we promised to teach you «the right way» to share humor in your relationshipin your relationships.

In my role as facilitator it is my job to structure sessions in a way that provides a feeling of safety for you and your family, to engage you in interesting conversations that are meaningful and relevant to your lives and your development, to model and teach you the art of nurturing relationships that involves validation, compassion, humor, and consistency, and to gently challenge you to move beyond your comfort zones to genuine and lasting personal growth.&raquIn my role as facilitator it is my job to structure sessions in a way that provides a feeling of safety for you and your family, to engage you in interesting conversations that are meaningful and relevant to your lives and your development, to model and teach you the art of nurturing relationships that involves validation, compassion, humor, and consistency, and to gently challenge you to move beyond your comfort zones to genuine and lasting personal growth.&raquin a way that provides a feeling of safety for you and your family, to engage you in interesting conversations that are meaningful and relevant to your lives and your development, to model and teach you the art of nurturing relationships that involves validation, compassion, humor, and consistency, and to gently challenge you to move beyond your comfort zones to genuine and lasting personal growth.&raquin interesting conversations that are meaningful and relevant to your lives and your development, to model and teach you the art of nurturing relationships that involves validation, compassion, humor, and consistency, and to gently challenge you to move beyond your comfort zones to genuine and lasting personal growth.»

If you were to ask group members what they learned in their last group, chances are the majority would not be able to recite the principles that were taught, much less grasp the content in the way in which the therapist intended for them.

This slows things down because the new guy has to learn about things, and he has been taught in a different way so he can't follow the work of the last guy.