Sentence examples for action for teaching from inspiring English sources

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The bill purportedly protects teachers who might somehow face disciplinary action for teaching (for example) intelligent design or denial of anthropogenic climate change.

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In a cohort of peers, participants will engage with scholarship on inclusive teaching, develop concrete strategies for promoting diversity in their classrooms, and create an action plan for teaching inclusively.

For example, in 'Socrates is teaching,' 'Socrates' refers to the cause of the action of teaching, and therefore accounts for the ninth category, action [agere].

For example, in 'Plato is being taught,'Platoto' refers to the recipient of the action of teaching, and therefore accounts for the tenth category, passion [pati].

Moberg (2014) proposes action-based methods for teaching enterprise skills, consisting of working in groups, where active participation, discussion and debate in class are encouraged, while practical application of previously learnt theory takes place.

More than a thousand university students have joined a class action to claim compensation for teaching that they missed during the lecturers' strike.

Morgan said some teachers were likely to face disciplinary action and the National College for Teaching and Leadership would take the evidence provided by Clarke "so that its misconduct panel can consider whether any teachers involved should be barred from the profession".

We present a model for teaching complex actions to an animal-like autonomous robot based on "clicker training", a method used efficiently by professional trainers for animals of different species.

And, although it doesn't absolve him of his responsibility to account for his actions, Greg Mortenson gets my gratitude for teaching me this yet again, and -- simply because he is human -- he gets my compassion.

(physiotherapist) In this action research project we trialled a method for teaching clinical reasoning.

In the context of maternal mortality (MM), while global-as-worldwide was not capable of creating 'new' objects for research, education or practice, the concept of global-as-supraterritorial creates interesting and powerful ones (see Additional file 1) for analysis, teaching or action for the 'global health community'.

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