Sentence examples for class facilitators from inspiring English sources

This intervention was designed specifically for the trial, by the investigators, in conjunction with the class facilitators.

Hug,' (class 64) Throughout every class, facilitators modelled examples of what was viewed as 'good' self-management (see figure 2: Examples of good self-management modelled by tutors on class 64).

Class facilitators will be interviewed at the completion of the trial, prior to publication of trial results, regarding their views and experiences of being part of the trial (interview schedule not included in protocol).

Their simple nature allows vigorous discussions between students working in groups and between the students and the class facilitator.

Learning typically takes place using a PBL approach where a problem scenario is presented to a class of 25 students, who work in small teams of five alongside their assigned class facilitator, once a week over a period of 13 weeks.

Systematic data are also not collected about other ECD activities being piloted on a smaller scale, including PO classes, facilitator training, awareness raising, stakeholder orientation, and ECD messages in the micronutrient-supplementation activities.

The effort succeeds often enough to support a thriving class of facilitators.

The results suggest that GLUT12 but not the class I facilitators GLUT1 or GLUT3 is able to transport glucose uphill, against its concentration gradient.

It's a big help to me to know this, I then think just how many thousands of us are having this problem, and most are managing well, and then, so can I!' (class 73) Facilitators posted supportive and empathic responses which implied that they had the same feelings and suffered in a similar way to the person who posted the problem.

Even small indications of thoughts or actions were framed as being steps on the road to good self-management 'You recognise some of the problem, which is the first step in problem solving.' (class 68) Facilitators made a point of congratulating the participants on all their achievements and held up certain posts which emphasised free will and choice as good examples of self-management.

The final version of the interview guide consisted of 15 items in six domains: (1) perceived needs; (2) perceived skills; (3) perceived knowledge gaps; (4) wishes/expectations with regard to formal training classes; (5) facilitators and barriers to formal training classes; (6) socio-demographic variables.