Sentence examples for impediments to teaching from inspiring English sources
They cited issues such as disengagement with course material, lack of pleasure in teaching and excessive clinical load as impediments to teaching.
Although there are clearly more impediments to teaching in this way with large introductory or nonmajors courses, the value in terms of learning outcomes is worth the money and the effort.
Work focusing on medical teachers' reluctance to teach noted ten impediments including lack of reward, perverse incentives of academic promotion by research with little value on teaching, lack of teaching skill, competitive agendas of clinical service and research, obtuse curriculum redesign and administrative blocks like high student teacher ratios [ 6].
She describes the consulting room as a method set, the few props all there for a reason: model aeroplanes to signal the warmth of his life with his sons; a photograph of himself playing Othello in an amateur production (he was a failed actor); some games he might have used to teach children with speech impediments, which Amy Merry researched at the Institute for the Deaf.
Some students (20.2 %) expressed concern that explicit near cohort mixing was an impediment to their learning as it slowed down their learning in order to teach the first year students.
Much of "Why Teach?" concerns the impediments to this search.
The problem was that this time around I had a few minor impediments to intensive studying — a busy clinical practice, teaching responsibilities, three young children.
Coaching involves an interactive approach with the patient that helps to identify impediments to behaviour change, and methods of teaching and modelling behaviour that empower the patient to achieve and maintain improved health status.
If clinicians' performance evaluation only takes heed of such factors as number of patients seen, this is likely to remain a serious impediment to ensuring effective teaching in clinical facilities outside of teaching hospitals.
The needs for training, time, and incentives are the most commonly cited impediments to widespread change in undergraduate biology faculty teaching practice, and indeed these are real and present barriers.
