Sentences with phrase «teaching quality so»

Require teaching quality so that every student benefits from teachers who are certified, teach in their content area (s), and meet or exceed high standards of excellence.

Is it to measure the teaching quality so parents know if their child's school is really a good school?

YourDriversEd.com is designed to teach you these qualities so you can provide yourself and your family a safe driving experience.

Not exact matches

That topic has been the stock - in - trade of the consultants and academics who have taught us the intricacies of reengineering, total quality management, customer service, competing in the global marketplace, and so on.

Rabbi Neuberger asserted that «it's really important that one accepts that... new scientific research has taught us... that the human embryo is not as unique as we thought before... We do have to think differently about the «unique quality of human embryos» in the way that Peter Saunders is saying... The miracle of creation... may have to be explained somewhat differently... Our human brains are given to us by God... to better the life of other human beings... and if this technology can do it..., and I don't believe that anybody is going to research beyond fourteen days, then so be it, lets do it.»

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

So its certainly one thing to say John should learn some of this stuff, but if we don't implement a scheme and don't teach this stuff at even league average quality levels, how good will John's education be?

Because noncognitive qualities like grit, curiosity, self - control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on.

So my garden teaches me patience and perhaps this is the quality which I need to develop in myself.

«It is so powerful when you start helping families to think about the kind of person they hope for their children to become when they grow up, vs. the behaviors and qualities they are actually teaching their children.»

But you have to think of it as an investment because the extra 10 minutes or so that you might spend actually making a sandwich (after you've sourced high - quality ingredients of course), washing some fresh fruit, and putting it all together will go a long way when it comes to teaching your children healthy habits.

And so often, parents take «quality play time» to mean «teaching time.»

«So much of the energy in education policy is in improving the quality with which grade - level material is taught in classrooms,» Ludwig said.

As a professor, I was not satisfied with the way Syrian students were being taught, and so I was trying to put in place a program to improve the quality of teaching at my university.

Dr. Frank Lipman, internationally recognized expert in the field of functional medicine and founder of the Eleven Eleven Wellness Center in New York City, teaches the principles of detoxification so you can optimize your digestion, health, weight, energy and quality of life.

My mom wasn't into fashion so much, but she always taught me the importance of having a great quality bag.

Prison has taught him a lesson, and instead of making a quick buck on a monster weed sale, he's emptying the package into the wind so he can spend more quality time with his adoring wife and child.

So, what happens when there are differences in the quality of online teaching?

Broadly speaking, we need to concentrate on improving the quality of teaching so that all students can learn at high levels.

But when it comes to quality of teaching, the not - so - great teacher gives us the opportunity to get involved in our child's education at a deeper level than perhaps we have ever been before.

And, there's a large difference between saying that you want to teach these skills and character qualities and so on versus doing it in a deliberate, comprehensive, systematic and demonstrable way.

So as neuroscientists continue to discover the inner workings of the brain, as cognitive psychologists continue to look for explanations of learning behaviour and as educators continue to apply research to improve their teaching, this new field will greatly improve the quality and effectiveness of the educational experiences for children.

So, in a nutshell, it would be (as I've said I think in the report), we need to continue to focus on high quality, localised at the point of where the teaching and learning actually occurs — there is a role for going elsewhere and going to large conferences and hooking up internationally on ICT and so on — but actually rolling your sleeves up with some external expertise in a sustained way in the site where you actually do your teaching work with the studentSo, in a nutshell, it would be (as I've said I think in the report), we need to continue to focus on high quality, localised at the point of where the teaching and learning actually occurs — there is a role for going elsewhere and going to large conferences and hooking up internationally on ICT and so on — but actually rolling your sleeves up with some external expertise in a sustained way in the site where you actually do your teaching work with the studentso on — but actually rolling your sleeves up with some external expertise in a sustained way in the site where you actually do your teaching work with the students.

But if school autonomy means more flexibility at school level to think of and react on the needs of the community by crafting curriculum, teaching and assessment so that they benefit all children, then I think more autonomy can really enhance both quality and equity of education.

We also need professional development of high quality for current staff so they can teach all students to standards.

We actually disbanded the hierarchical structure, and one of the things that you will see is that we actually have an operational strand, because one of the things in a school is that there are so many operational things that have to happen day to day, every day, that have to run like clockwork so the teachers can do their quality teaching and learning.

Now, so I have an operational team that is looking after all those day to day organisational things and that allows my teaching and learning and curriculum team to get on with those quality instructional programs.

According to this point of view, certification is necessary to ensure teacher quality, because teaching, like other professions (law, medicine, the sciences, and so forth), requires mastery of an esoteric body of substantive and pedagogical knowledge that can not be obtained without undergoing a rigorous training program.

The teachers can work together on training, planning and evaluation so pupils at both schools get access to the same high quality teaching.

Choice parents were also far more likely to report being «very satisfied» with virtually all aspects of their children's school: its safety, teacher quality, class size, clarity of school goals, teaching moral values, academic quality, teachers» respect for students, and so on (see Figure 2).

«We have worked incredibly hard to ensure that the teaching of GCSE courses to our students is of the highest quality and so I am really delighted that Ofsted agrees with us.

Research shows that high quality teaching and leadership teams learn from each other - and that's why your input is so important.

As there have been no immediate actions taken to address the stress, workload and recruitment crisis that our teachers face, many have resorted to working part - time, only working 4 out of 5 days a week, using the 5th day to catch up on lesson planning and marking, in turn docking their pay by thousands in the name of providing high quality teaching so their students won't suffer.

It instead requires a pervasive culture of scholarship with a shared commitment for teachers to support one another to develop so that students benefit from the highest quality teaching.

This will set out to improve the quality of teaching in AS and A level computer science, and increase students» knowledge and understanding so they are better prepared for further study and employment in digital and technology roles.

So what can you do to more explicitly teach adolescents how to evaluate the quality of online information?

So we have to be more than just good at teaching the curriculum, we must embody those qualities we would like to develop in the children we work with.

So there's an issue about how we've been defining quality teaching and I think that what we're looking for is something that picks up on the ripples, the enduring impact that teachers have on the lives of learners.

If the quality of teaching that children experience is the most important factor in their attainment, why has there traditionally been so little emphasis on professional development for educators?

So one of the key questions in that written reflection is «Are there particular suggestions you'd like to make to the leadership team for the college to improve its quality of teaching and learning based on the domains of the NSIT?»

Both trends seemed to top out after 2007, so higher standards do not lead to a permanent change in achievement gains per grade level (as would be expected to happen with a permanent change in the quality of teaching).

This teacher - led - school approach was so successful that Ted Kolderie of Education Evolving and Barnett Berry of the Center for Teaching Quality created the Teacher - Powered School Initiative in 2014 (see www.teacherpowered.org).

In other words, they do not differentiate well between students who are taught effectively and those who are taught poorly, so that student performance on the test does not accurately reflect the quality of instruction provided to help students master what is being tested.

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

[I] saw so many difficult issues within the district: lack of quality teaching, lack of leadership in buildings, lack of empathy and understanding of the children, [and] the lack of access to services that would have made high - performing teachers really be able to deliver the promise for kids.

And so, in its second year of Opportunity Culture implementation in four schools, Project L.I.F.T. saw a strong uptick in both the quantity — more than 800 applications for 27 spots — and quality of applicants for teaching roles at schools that previously saw many positions go unfilled.

So, I think it's important for the principal and the administrative team to say, «In our county and school, we follow these research - based, quality teaching strategies.»

«Inspectors should not grade an aspect such as teaching, unless circumstances are exceptional, without considering the broad range of evidence that they can gather during a visit to a lesson — for example, the behaviour of the students and how well they are managed, subject knowledge, the standard of work completed in books, the quality of marking and so on — and use this to come to a view about what teaching is like for those students and its impact on their learning over time.

So we need to improve the quality teaching in our schools, overhaul how we recruit, train and pay teachers, and revamp how schools are operated.

If so, then we must closely examine all of our practices to ensure that we are doing everything we can to ensure a high quality of teaching in every classroom.