Sentences with phrase «when false teachers»

The church, while not perfect in all cases especially when false teachers are in control, has provided me with a loving and caring group of fellow believers.

Not exact matches

I thought so highly of John MacArthur and gave for years to GTY, but when I heard John MacArthur's beliefs on the blood of Christ (that when the Bible speaks of the blood of Christ, it's a «metaphor» of His death), and his belief that those in the Tribulation can take the mark and still be saved, I knew I had to obey the command in 2 John 1:10 - 11 not to even give false teachers a greeting, for whoever greets him takes part in his wicked works.

This is actually quite a relief, because when we sit back and honestly consider what false teaching is, we realize that every single person is a false teacher to some degree or another.

So before we say we need doctrinal statements and membership classes to protect ourselves from false teachers, we must remember that in some way or another, we ourselves are false teachers, and need to hear the corrective voice when it comes, however it comes, and through whomever it comes.

When we identify said preachers as false teachers leading both themselves and those who follow them to hell, when we declare others as on their way to hell, and especially when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7When we identify said preachers as false teachers leading both themselves and those who follow them to hell, when we declare others as on their way to hell, and especially when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7when we declare others as on their way to hell, and especially when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7:1).

So what then does Peter do when he charges someone as a false teacher?

When Peter writes in 2 Peter 2:5 that the flood was brought upon the people at the time of Noah, Peter uses the exact same word he uses in 2:1 to write about how the false teachers brought destruction upon themselves (Gk., epagō, «to bring upon»).

Also our LORD warned us of false teachers when he said: «For false Christs and false prophets shall rise, and shall shew signs and wonders, to seduce, if it were possible, even the elect.»

This means that two good signs of a false teacher is when they only seem to care about growing the numbers of followers they have, or they quite often talk about giving money to support them and their ministry.

That is, when your hearers want to hear it and also when they hate you for it because they have itching ears and seek false teachers to tickle their sinful fantasies.

Man is easily decieved when he's lied to just like a woman can be so don't believe some of those false teachers & prophets!

When states set the bar too low — by setting a low cut - score to demonstrate proficiency on a state test — it conveys a false sense of student achievement to kids, parents and teachers This website will help parents see how their states are doing and what they can do to get involved.

More Republicans than ever are worshiping before the false god of local control, and too many Democrats have learned from their union friends that local control ain't so bad after all, especially when free money flows to local districts and teacher paychecks arrive courtesy of the U. S. Treasury.

Setting the effectiveness minimum based on an imperfect measure will result in both false positives and false negatives: some teachers will be falsely classified as ineffective when their true effectiveness is above the cutoff, and others will be falsely classified as effective when their true effectiveness is below the cutoff.

A false positive occurs when a measure classifies teachers as effective when they are not, and a false negative occurs when a measure classifies teachers as effect when they are not.

REVIEWS «When the Obama Administration decided to spend the billions it got for schools as part of the stimulus package to launch the Race to the Top program and the NCLB waivers, forcing many states to adopt teacher evaluation based on changes in student test scores, leading experts warned that this «value added» system did not have a reliable scientific basis and would often lead to false conclusions.

Instead of continuing to throw millions of precious tax dollars into the proverbial, but very real, pit of failed education reforms; instead of continuing to enrich test corporations and educational entrepreneurs who game the system; instead of maintaining the false and demoralizing narrative that our students and teachers are failures, our state legislators need to take this opportunity to tell the CSDE and CSBE that it will no longer support expensive mandates that unnecessarily impact our budget health when a re-design of state assessment practices has been encouraged by recent federal legislation.

Two kinds of errors of interpretation are possible when classifying teachers based on value - added: a) «false identifications» of teachers who are actually above a certain percentile but who are mistakenly classified as below it; and b) «false non-identifications» of teachers who are actually below a certain percentile but who are classified as above it.

The new version strengthens advice on when head teachers» should consider pressing charges if pupils or others make false allegations against teachers.

A teacher of «Soviet Studies» to students in Washington DC Catholic high - school hides behind the false name of Snapple on her blog «Legend of Pine Ridge» blog (http://legendofpineridge.blogspot.com/) and when commenting in th eblogosphere.

My high - school philosophy teacher would call it a «false duality», because it says that climate change is either a moral challenge or an economic one, when in fact, it's both, and meeting the challenge one way doesn't preclude meeting it the other.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).