Sentences with phrase «values taught to students»

Not exact matches

In the course, Bunn aims to teach students simple ways to identify value in the market by using price charts as an indicator of an assets future success or failure.

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Guiding Principles Religious and theological studies depend on and reinforce each other; A principled approach to religious values and faith demands the intellectual rigor and openness of quality academic work; A well - educated student of religion must have a deep and broad understanding of more than a single religious tradition; Studying religion requires that one understand one's own historical context as well as that of those whom one studies; An exemplary scholarly and teaching community requires respect for and critical engagement with difference and diversity of all kinds.

In writing to Timothy, the apostle Paul exhorts his young student in the value of God's Word: «All Scripture is inspired by God and is profitable for teaching, for rebuking, for correcting, for training in righteousness, so that the man of God may be complete, equipped for every good work» (2 Timothy 3:16 - 17).

In this setting many questions are inevitably asked, such as whether or not the history of religions teaches religion, whether religions of the world can be or should be taught without value judgment, and finally whether the history of religions is to provide intellectual understanding about religions or contribute to the religious growth of students.

As far as I am concerned, however, the hiring of ethicists in medical schools and business schools to lecture to students about what it means to be ethical or to teach values is to try to cure the illness with but another form of the disease.

By combining the pastoral and RE teaching, the essential knowledge component of SRE is provided to students but within the school's values.

My role as a coach is to teach my athletes how the values associated with character, commitment, community, and results are essential to reaching their full potential as student - athletes.

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

Our students are taught to win with humility and to lose with grace, to value an assist as much as a goal.

«With numerous reflections on the games impact on certain students and a resounding final chapter highlighting his classs 2012 visit to the Pentagon, Hunter proves the value of «slow teaching» in this important, fascinating, highly readable resource for educators and parents alike.»

Because LES often has more than 90 % Indian students, Lucero has made it a point to include Laguna values and teachings in her lessons.

She brings a dedication to the value of basic research, teaching, student training, curation of public programs and exhibits and management of scientists and scientific teams.

Apart from high school teaching's value to students and society, Cruzan recommends it as a very satisfying career for those fellow scientists who have the needed skills, values, and interests.

and her «sociological experiment,» the Ashtanga yoga community she leads which is based on transparency, trust, and value — she spoke about her teaching practice being based on «a deep sense that I have debts that I can not repay» and has open conversations with students about their monthly contributions to practice in community.)

(I touched on some of this in my recent interview with Angela Jamison and her «sociological experiment,» the Ashtanga yoga community she leads which is based on transparency, trust, and value — she spoke about her teaching practice being based on «a deep sense that I have debts that I can not repay» and has open conversations with students about their monthly contributions to practice in community.)

its not just the media perpetuating it either... I am a first year medical student and that is the exact kinda crap they teach us... that «ONLY animal based products contain ALL the amino acids» hence they are called «high biologic value» foods while plant - based is deemed «low biologic» and can not offer all the AA's we need so that is why we need to supplement with meat to have a «well - balanced diet», it is all baloney!!!

In an age of texts and tweets, teach your students the value of slowing down to write something that touches a heart or motivates an action.

Olinger, STEAM teacher and social entrepreneur, gives an insightful strategy for learning about what students value and then teaching in ways that will engage them by appealing to those values.

When faculty, students, and parents know that they are valued, achieving a shared vision becomes everyone's shared responsibility — not to teach testing, but to help every student achieve success in learning.

Guest blogger Heidi A. Olinger, STEAM teacher and social entrepreneur, gives an insightful strategy for learning about what students value and then teaching in ways that will engage them by appealing to those values.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

Attendees will learn how to teach students to «read» a painting, and to understand the value of using art via digital sources, including the LGfL Image Bank.

Each year level curriculum identifies a body of content to be taught and the knowledge, skills, understandings (and possibly attitudes and values) that students are expected to develop.

The earnings increase is comparable to the impact of having a teacher at the 87th percentile, in terms of her «value added» to student achievement, versus a teacher at the value - added median (see «Great Teaching,» research, Summer 2012).

In light of last spring's passage of the historic Student Aid and Fiscal Responsibility Act — which enhances student loan forgiveness programs for those who enter public service, similar to what is already done for new doctors willing to work in urban hospitals — the recent study of California's teaching fellowship program could cast considerable light on the value - added benefits of utilizing bonus pay to attract new talent to troubled sStudent Aid and Fiscal Responsibility Act — which enhances student loan forgiveness programs for those who enter public service, similar to what is already done for new doctors willing to work in urban hospitals — the recent study of California's teaching fellowship program could cast considerable light on the value - added benefits of utilizing bonus pay to attract new talent to troubled sstudent loan forgiveness programs for those who enter public service, similar to what is already done for new doctors willing to work in urban hospitals — the recent study of California's teaching fellowship program could cast considerable light on the value - added benefits of utilizing bonus pay to attract new talent to troubled schools.

Just this summer, the Obama administration announced a laudable new «teacher corps» dedicated to excellence in the STEM subjects, and as far and wide as Estonia, a new policy is spurring debate about the value of teaching programming to elementary school students.

Using the Mars Rover to teach physics, algebra, engineering principles and programming skills not only benefits the students, but it sends the tacit message that exploration is of value, no matter how ineffable that value may be.

UPDATE — The LA Times coverage of the report contains a similar misinterpretation: «But the study found that teachers whose students said they «taught to the test» were, on average, lower performers on value - added measures than their peers, not higher.»

Without adopting inquiry - based, student - centered, skill - driven approaches to teaching and learning — all nested in a system that values innovation — STEM education will become just another term for additional math and engineering courses.

In addition, Aaron especially enjoys talking through the intricacies of great classroom instruction, the benefits of social and emotional learning, and the value of teaching students to embrace risks in their learning.

And while we can celebrate the increased number of staff and corps members that share the same racial or economic background as the students we teach and the communities we partner with, we must also build a thriving and inclusive culture where all our staff feel valued for their individual experiences, unique leadership, and assets they bring to our work.

The study — conducted by William L. Sanders, the statistician who pioneered the concept of «value - added» analysis of teaching effectiveness — found that there was basically no difference in the achievement levels of students whose teachers earned the prestigious NBPTS credential, those who tried but failed to earn it, those who never tried to get the certification, or those who earned it after the student...

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

The same stance characterized the Gates Foundation's Measures of Effective Teaching report last winter, with its effort to gauge the utility of various teacher evaluation strategies (student feedback, observation, etc.) based upon how closely they approximated value - added measures.

• Believe in the value of what you are teaching and make sure your students understand why it is important; so preparation is paramount • Show your students you care about their wellbeing and progress; that is your job; there is nothing they despise more than a teacher who doesn't care • Admit when you don't know or when you're wrong; they need to see you're a learner too • Collaboration with your colleagues is powerful support and very rewarding.

Of course, there's value in teaching students to suck it up and work.

«I can recall taking [her course on school reform] and really learning how to defend my positions because Kay always had some question about why I was taking a certain position... she taught me that challenging students to face the values they hold closest to their heart is important in developing their potential as leaders.»

We do not find any statistically significant relationship between the number of years a teacher has taught and students» achievement, though this is probably due to the necessary omission of first - year teachers (because we can not measure their value added for a previous school year).

The study found that flexible access to computers, printers, internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006).

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

And, as public schools increasingly filled with students from diverse backgrounds, determining whose values to teach became more problematic.

Research coming from Europe (Dignath - van Ewijk and van der Werf, 2012) based on teachers» beliefs and behaviours relating to self - regulated learning has shown that teachers believe in the value of teaching self - regulated learning skills to their students, but do not know how to.

In his study, Hanushek calculated the economic value related to effective teaching by drawing on a research literature that provides precise estimates of the impact of students» achievement levels on their lifetime earnings, and by combining these figures with estimated impacts of more - effective teachers on student achievement.

However, we must be careful not to penalize those of us working with the highest - needs student populations, and we recommend using a two - step value - added model in order to ensure that there are no incentives against teaching at - risk students, while identifying and rewarding those teachers that are most successful with such students.

I am drawn to Gardner's work because I see clearly the value of using a wide variety of methods to cultivate my middle - grades students» comprehension of the content I teach.

Fully 82 % of teachers believe it is especially important to teach foreign - born students to value the U.S. and the meaning of citizenship, and 89 % of teachers working with ELL students say the same.

In an essay that is sure to provoke both those who want schools to advance patriotic values and those who preach social change, Murphy argues that public schools should focus on teaching students the knowledge and skills necessary to be intellectually engaged citizens, while remaining neutral on questions of civic values.