Sentences with phrase «teaching students desired»

There are plenty of free lesson plans available online for teaching students desired character traits, such as this one focusing on gratitude.

Not exact matches

As this Age of Great Enlightenments contnue onwards the Kingdom Domains of God does progressively teach one and we are taught from its outward creviced distances toward almost absolute finiteness or the very very smallest of distinguishable degrees, God will allow our students and teachers of such studies to meaningfully create manly made biologic mechanisms for the betterment's welfare of all our physical needs and trade orientated desires.

This manual will be useful to not only those desiring to get started in the sport of fishing, but also to educators who should find one or more of these modules helpful in teaching these subjects to students.

Certainly if we are teaching to tests we won't have the kind of schools that we desire and that our students deserve.»

Williams interviewed for a job at Spelman, and during his interview with Provost Sharon Washington, he realized he had found the right institution when Washington supported his desire to purchase Sony AIBO robots and use them to teach object - oriented programming to Spelman's students.

«Despite the terrible job market for academic scientists, many mentors of undergraduate STEM [science, technology, engineering, and mathematics] students still express disapproval if one mentions a desire to teach in the public schools after graduation instead of pursuing a research career.

It was «a rewarding experience», he says, and «the enthusiasm [the students] showed was encouraging» and ultimately strengthened his desire to teach.

I know that at Middlebury College where I teach [elite students at], a wonderful academic institution, graduates [every year] more than a handful of kids whose biggest desire is to go start farming some place.

His knowledge and desire to truly teach his students is second to none.

She brings this significant experience to her teaching, attracting clients and students with a desire to move intelligently, regain mobility after injury, surgery or joint replacements, or manage their chronic neuromuscular or degenerative conditions.

The «What I May Need... What I Loved...» math investigation below was crafted out of a desire to teach students that learning requires a personal commitment, in class and at home.

Teaching designs can persist adapting to student desires.

Attention to student - centered teaching methods or improved school climate reflect the desire to harness the power of relationships.

State funding systems are not closely linked to desired educational outcomes: despite the fact that all states have adopted educational standards, the commission found that only a few states have developed funding systems that enable schools to teach all students the content of state standards.

Largely as a result of my teaching experience at St. Jude, I arrived at law school with a deep desire to combine the new set of skills I would develop in law school with my passion for improving educational opportunities for under - served students.

«In the community I taught in, parents had a strong desire for their students to learn about their culture,» she says.

Among the traits she has observed in memorable teachers are that they have a true zeal for teaching and a desire to relate to their students.

Dweck: A classroom that teaches students to equate their intelligence and their worth with their performance will, in general, stifle the desire to learn and will make students afraid of challenges.

In fact, during her experience teaching the children of immigrants in New York City, Warikoo observed that «even my most difficult students, when I talked with them one - on - one, confessed sincere desires to straighten up, earn better grades, and finish school on time.»

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

With a growing desire to be advocates and the growing need for students to become and be their own advocates, how do we effectively teach mindful advocacy in the classroom?

These were my colleagues who shared a passion about teaching and wanted to help each student to find that spark that would stimulate their desire to succeed in an online class.

The trick is for instructors to avoid «teaching» new media tools with old media practices in their desire to engage students and teach 21st - century skills.

His dedication to his students and his desire to teach them lessons about life in addition to the coursework made a tremendous impact in many lives.

Peterson talked with Education World about the roots of her desire to teach and her passion for seeing her students excel in everything they do.

Until the majority of the school's teachers are using the digital in their everyday teaching, are of a mind where they genuinely collaborate with the student's homes in the use of the digital, and have a school principal with the means and vision to create the desired digital school, schools have little chance of successfully introducing BYOT and using it to create a higher order ecosystem.

Based on my observations, the lives of the high school students I teach are hemmed in everywhere by social pressures and expectations: high - stakes testing, the looming shadow of college admissions, the fiercely competitive school system, the painful process of figuring out who you are, and the ubiquitous desire for peer acceptance.

When I was in the classroom, I taught in an immigrant community with many undocumented students, and I developed a passion for working with them and a desire for helping to enact change on their behalf.

Similarly, the leadership considerations of teachers are grounded in their desire to improve the quality of teaching and learning for all students.

Indeed, one of the «Assessments» of the Outcomes asks students to compose a «self - discovery paper» in which they «identify three of their personal motives (desires, needs) that are potentially beneficial and three that are potentially harmful, and discuss how they might affect their teaching.»

They volunteered to participate in the project for the following reasons: to motivate students through their interest in and enjoyment of technology, a desire for professional growth through learning to integrate the iPad into lessons, and an interest in determining whether iPad integration would improve teaching and learning during tutoring sessions.

TalentEd Perform can simplify anyone's role and boost the real desired outcomes: improved teaching that leads to enhanced student achievement.

I believe teachers genuinely want to positively impact their students» lives and make improvements in their curriculum and teaching methods, but it is hard to translate such desire into action due to a lack of guidance and support.

Students entering teacher preparation programs often exhibit a desire to be shown the magic bullet of teaching practice.

Interested parents and teachers sign a petition indicating their desire to enroll their students or teach at the new school.

Since there is NOT capacity or expertise (or maybe even desire) in the charter / private market to teach ALL children, there will remain the targeted, embattled traditional schools, operating on an uneven playing field to compete for the «best» students and «best» educators and operating under draconian measures like this bill, while serving heavier and heavier concentrations of children who are the hardest to teach.

Our teachers bring passion and depth of knowledge to their subject area and take an entrepreneurial approach to teaching and learning that sparks students» curiosity and desires to learn perpetually.

These same students were 29 percent more likely to express a desire to pursue a four - year college degree than their peers who had never been taught by a black teacher.28

Facing History and Ourselves teaches students to make informed, ethical decisions and sparks their desire to look beyond themselves and participate in the broader world.

«The desire for principals to focus and work with teacher and students on the quality of teaching and learning is really spot on to what the research says should provide meaningful improvements in student achievement,» says Ellen Goldring, a professor of educational policy and leadership at Vanderbilt University's Peabody College in Nashville, Tennessee.

Teach the desired student behaviors (i.e. how to set goals, ways to request feedback, elements of effort, etc..)

This can happen when students form self - teaching groups to examine topics teachers do not address in class or otherwise, or when students create extracurricular clubs that reflect their desires without adult leadership.

Teaching in Chicago increased Katie's passion for diversity in education, and her desire to give every student access to outstanding instruction.

As the oldest teacher recruitment program in the country, South Carolina's Center for Educator Recruitment, Retention, and Advancement, or CERRA, facilitates a variety of programs that aim to recruit, retain, and support highly qualified teacher candidates.64 CERRA recruits middle and high school students, college students, and career - changers by offering an array of programs across the state.65 For example, the Teacher Cadets Program is a high school recruitment program offered at nearly 160 schools in South Carolina.66 As Teacher Cadets, high - achieving juniors and seniors who express an interest in teaching complete field placements in classrooms and learn about curriculum development.67 The South Carolina Teaching Fellows Program, another one of CERRA's recruitment programs, is one of the most competitive scholarship and loan programs in the state: Through the program, select high school seniors who display a strong desire to pursue teaching receive a forgivable loan to attend coteaching complete field placements in classrooms and learn about curriculum development.67 The South Carolina Teaching Fellows Program, another one of CERRA's recruitment programs, is one of the most competitive scholarship and loan programs in the state: Through the program, select high school seniors who display a strong desire to pursue teaching receive a forgivable loan to attend coTeaching Fellows Program, another one of CERRA's recruitment programs, is one of the most competitive scholarship and loan programs in the state: Through the program, select high school seniors who display a strong desire to pursue teaching receive a forgivable loan to attend coteaching receive a forgivable loan to attend college.68

Students typically complete at least one classroom practicum experience, preferably at the age level which the prospective specialist desires to teach.

While there is some knowledge that is essential to the domain of Life / Career abilities, this domain is primarily focused on behaviors, for which even an enhanced teaching approach will not necessarily result in desired student behavior.

Choice A: Young Minnesotans with the desire to help children and teach as a career - who complete the required degrees in both education and desired subject areas, pass the state required tests, complete months of student teaching that requires them to plan for and teach full days, are hired without the district paying a private organization thousands of dollars, are paid salary and benefits negotiated through a union, are not sought out by big corporations, banks, and Wall Street because of their service and skills gained from 2 years of teaching, and continue their careers paying their own way, without discounts from grad schools, in pursuit of advanced or additional degrees.

She has had the privilege of teaching not only students varying in grades Pre-K through high school, but has taken the desire for learning to the college level, teaching undergraduate and graduate students who are also following their passion to one day teach special education.

The model helps teachers intentionally plan for and teach rigorous lessons, reflect on their progress, collaborate with peers engaged in the same work, and monitor their students for the desired results — all in an environment designed to nurture, guide, and engage.

Additionally, Ms. García has authored School Discipline policies and facilitated cross-jurisdictional partnerships that embrace our students» desire to learn and our educators» willingness to teach by implementing restorative justice techniques resulting in reduced suspension rates and an increase in learning time.