Sentences with phrase «time in each class answering»

Not exact matches

I'm ashamed in our club, we are no longer one of the top teams, for the first time since Moses did loads of religious crap spud are our equals, all the banter from utd, city and chelsea fans is becoming true and hard to answer We are no longer a force in Europe, the top teams don't even try and sign our players anymore, we are a buisness and you and every gunners fan is just a customer, thumb me down if you want but you know it's right Tell me how many world class players we have now and who's after them?????????

We have all discussed on this site many times the need to spend big on a world class striker I still feel that's whats missing and that's what we need, we have no options and in real honesty can any hardened AKB's really say that Walcott and Welbeck are the answer?

Mertz should never have been our captain in the first place... who has ever heard of a team that makes 11th hour transfer buys (Arteta & Mertz) then seemingly places those same individuals into prominent leadership positions from the get - go... indicative of the problems that have permeated our clubhouse for the better part of 7 years under the Kroenke & Wenger... what is wrong with the players chosen and / or the management style of Wenger that doesn't develop and / or encourage strong leadership from within... Mertz was the fine collecting lackey from year one... this is what happens when you don't get world - class players because many times they want to have a voice on and off the pitch and this can't happen when you play for a fragile manager who has developed a coddling wage structure where everyone is rewarded for simply wearing the shirt and participating in the process... not enough balance between performance and pay, combined with the obvious favoritism shown to some players regardless of their glaring lack of production... remember that Ramsey has played in positions that make no sense considering his skill - set (out wide) and has forced other players off the field or into equally unfamiliar positions with little or no justification (let's remember when you read articles about how Ramsey's goals this upcoming season being the potential X-factor for our success that this is the same individual who didn't score a goal until the final week last season)... this of course is just one example of many... before I hear another word from Mertz I want this club to address the fact that no former player of any real consequence has any important role in the management structure of this club, yet several former Gunners have expressed serious interest in just such an endeavor (Henry, Viera, Adams, Bergkamp... just to name a few legends)... there is only one answer: an extremely insecure manager!!!

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

To get the best from the player and play to his strengths it would be so beneficial to both the team and Ramsey if he had the protection of a top class CDM.He does his fair share of defensive work but it's not his natural game.He has never had the luxury of a top CDM in all his time at the club for the simple reason Wenger thought players of the calibre like Song Denilson Flamini Coquelin And now Xhaka were the answer and has been continually proved wrong.

If you want to talk mediocrity look at other teams other then Man U even Chelsea and you will understand what mediocrity is Morons like you will never appreciate what Wenger has done for Arsenal football club Certainly more then the current plastic moronic fanbase at Arsenal I've been a season ticket holder since 1976 and this is the worst fanbase I have seen in that time BeforfNs start saying we pay top money my answer is don't come t the ground we don't need stupid fans better to have half empty stadium full of real fans then morons taking out their real frustrations of failure on the team Just ask spuds fans who seem to back their team even though they have only won 2 trophies in 30 years and only been in the cl 4 times as opposed to the cabinet Full of trophies that Wenger has delivered plus a new stadium and works class stars that have played for us in his tenure.

And while you're on her site, take some time to read an article or two, look into a class in your area, or even join the Positive Discipline message board, where you can post questions and get answers.

Their common feature is that, rather than listening passively, students spend class time engaged in answering questions, solving problems, discussing solutions with their peers and reasoning about the material they are studying, all while getting regular feedback from their teacher.

At the best of times, this was like doing a Where's Waldo puzzle; at the worst of times, it was like answering an essay question on an exam for a class for which you hadn't done any of the reading: «Compare and contrast the current defensive coverage with the pass routes assigned to the play in question.

Watch the early morning news and drink coffee Check in with emails from overnight Schedule my Pure Barre class for the day Start waking kids up for school Make breakfast -LCB- I do make breakfast -RCB- the MOST important meal for the kids of the day Pack lunches -LCB- and any extra snacks for after school athletic practices -RCB- Drop child # 1 off at school Get back home and have my own quick breakfast / smoothie before class Drop child # 2 off at school Head to Pure Barre Run any errands needed Head home and work Chores around the house Dinner planning Fitnessmomwinecountry work Answer emails Have light lunch or snack Try to get at least 20 minutes in for a power nap or just quiet time A shower before getting kids -LCB- if I am lucky -RCB- Car pool from school to sports practice Get home and start prepping dinner Get kids from practices Dinner, homework and family time My shower finally!

between Jim, Maggie, and Don (and Lisa); the goosebump - raising way that the show used on - screen text to reveal the BP spill and the Giffords shooting; the structural flourishes of the 2010 election episode and the season finale; that great scene where Don gives a master class in covering trashy news; the way you can see Olivia Munn finding her bearings as an actress, and how that parallels her character becoming a confident on - air personality; the brashness of Jane Fonda, the patience of David Krumholtz, the deliciousness with which Emily Mortimer says the word «douchebag,» the way Jeff Daniels tosses off his throwaway lines, and the way he answered that «sorority girl»'s question the second time.

Set a timer for three minutes (more or less depending on your class) ~ along with an expected amount of answers to get in that time limit as a class.

What each of these teachers has in common is that they have answered the question about the best use of their face - to - face class time in their own unique ways.

Her students are making wikis, VoiceThreads, and Voki avatars; they're commenting on class films in real time using a free chat room site called TodaysMeet; and they're answering questions using their cell phones and the Poll Everywhere site.

Imagine a situation in which teachers provide completely random answers to the question on in - class time use.

* After the students have answered the questions you can collect their worksheets and spend some time reading the answers or asking them to guess who answered what, if they already know each other and it» s you, the teacher, who is new in class.

You will need about 4 hours to complete this booklet with your students but they can be given some questions to answer at home and the first half of the movie to watch at home too to save time in class.

This booklet can be completed as homework or in class (you would need about two hours to watch and complete the booklet at the same time) I have also included the answer booklet so you do not have to prepare anything!

Certain techniques were flagged up «no hands rule; use of mini-white boards, Kagan, learning environments that are supporting; bolstering self - esteem; positivity; curiosity; creativity; identify students to lead plenary at end of lesson at the beginning; Get class blogging — quadblogging; tallies for whole class rewards; encouraging independent learning; wait time when questioning; talk about their thinking and reasoning; conversational learning; talk with learning partners before answering any questions; pair and share; Glazer learning model structure for lesson delivery — a good mix of interaction and independent work; offering choice to pupils; cross class working; allowing time to play; list / describe / explain / evaluate; new audiences beyond the school; project based learning and philosopy; swapping age - groups; cross-curricular working; read to them every day; invite varied guests in; learning by discovery using pupils» interests; stand back and watch with purpose.

Canada admitted to one time handing out $ 5 to each student who answered a question correctly in order to engage the entire class.

See your student answers in real - time, and facilitate a conversation by selecting both strong and weak answers to project to the class.

It turns out the time your teacher spent in class talking about answer B and # 2 pencils would have been better spent teaching you more academic content.

In a cross-sectional survey of seven cohorts who were eligible to graduate high school by the time of the study (334 scholarship recipients in the high school class cohorts of 2008 to 2014), our firm sought to answer those questionIn a cross-sectional survey of seven cohorts who were eligible to graduate high school by the time of the study (334 scholarship recipients in the high school class cohorts of 2008 to 2014), our firm sought to answer those questionin the high school class cohorts of 2008 to 2014), our firm sought to answer those questions.

In Cornett's class, the students — partially motivated by candy that was promised for the first pair to come up with a correct answer for each problem — begged him for more problems as time ran out.

Many teachers spend a considerable proportion of their instructional time in whole - class discussion or question - and - answer sessions, but these sessions tend to rehearse existing knowledge rather than create new knowledge for students.

It provides students with longer wait time than do classroom discussions and permits students to consider an issue in more detail than when they must quickly answer a question posed in class.

Since you'll have to answer 40 questions in just 30 minutes and read the four passages (either one long passage or two shorter, related passages), you will not have enough time to just go at it like you usually would in class.

In particular, essential questions are meant to focus on long - term learning and thus be revisited over time, not answered by the end of a class period.

This index is a predictor of curiosity growth, calculated by the ratio of time students spend in class to the time spent answering questions.

Virtually unheard of five years ago, the amount of time students spend asking and answering questions in class is now a fundamental element of a deeper learning school model.

Student interactions are generally kept to a minimum with silent lunches, silent transition times, and talking in class limited to being called on by a teacher to answer specific questions.

«The team really answered the bell today, turning in the second quickest time and putting both cars in the top 10 in an intensely competitive class.

In a super-adaptive learning system, students use out - of - class study time to answer questions about what they are learning in clasIn a super-adaptive learning system, students use out - of - class study time to answer questions about what they are learning in clasin class.

Answer: You will spend approximately 25 % of your time in lecture, and 75 % of your time in hands - on classes.

Outside of training, Amy has always been extremely fast in answering my many «first time puppy mommy» questions, even now that we have graduated from the class.

So, with this in mind, the best answer regarding the timing of organized puppy socialization classes is sooner than it used to be.

In class, students were often able to make explicit connections between material they had learned through the productive struggle that we often classify as the «pre-writing» part of a writing assignment and the substance that was part of their Torts class.67 On exams, I could often see differences between the strength of the answers when students were writing about issues that they had learned in more depth through writing assignments and those that they were encountering (or at least writing about) for the first time on their exams.In class, students were often able to make explicit connections between material they had learned through the productive struggle that we often classify as the «pre-writing» part of a writing assignment and the substance that was part of their Torts class.67 On exams, I could often see differences between the strength of the answers when students were writing about issues that they had learned in more depth through writing assignments and those that they were encountering (or at least writing about) for the first time on their exams.in more depth through writing assignments and those that they were encountering (or at least writing about) for the first time on their exams.68

In time for the class of 2013, SU is set to launch its Low Bono Program, its answer to the new solos tapping into a customer base of moderate - means clients.

If you only talk two times in class, no matter how brilliant those answers were, your professor probably will not remember you.

In 2007, Professor Curcio gave her first - year Civil Procedure class five single - issue essay questions over the course of the semester.134 After students turned each assignment in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.1In 2007, Professor Curcio gave her first - year Civil Procedure class five single - issue essay questions over the course of the semester.134 After students turned each assignment in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.1in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.1In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.1in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.1in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.1In 2010, the school's median LSAT was 161.142

If you're answering the phone, teaching classes and conducting in - car lessons, when will you have time to focus on revenue - producing activities, like marketing your services?

If we don't have the answer immediately or a extra time is needed to explain it the student will receive their answer while in class or after reviewing material and providing a written response to them.

Job Responsibilities (but not limited to): * Serve customers by developing a rapport, building customer confidence, providing accurate information, and promoting product through point of sale * Provide customers with highest level of customer service expected for assigned department through professional, courteous and knowledgeable assistance to ensure individualized needs are met with respect to equipment, product, and / or merchandise questions * Complete sales transactions by accurately and efficiently ringing up customer sales * Responsible for following all company standards in regards to paperwork, cash management and loss prevention * Ensure an enthusiastic and professional level of customer service at all times * Remove all sensormatics and hangers from merchandise prior to placing items in bag (s) for customers * Maintain a neat and organized work area by placing hangers, sensors, returned items, and paperwork in appropriate and designated locations * Answer store phones courteously and professionally * Call for additional assistance if a line develops to ensure proper guest satisfaction Qualifications: * 1 year of retail experience preferred, snow sports retail experience preferred * English fluency * Excellent communications skills both written and verbal * Self - motivated with the ability to multi-task * Ability to work a flexible schedule; stores are open 7 days a week and hours vary depending upon location, season, and type of store * Familiarity with retail POS systems preferred Rental Technicians - Rental Technicians are responsible for generating sales through world - class guest service through assisting customers with rental equipment.

To answer all of the questions you may have, participate in a first - time homebuyer class at a local non-profit agency in your community.