Sentence examples for instructors were able from inspiring English sources

Somehow the instructors were able to teach us reading, writing and math, and they still had time left over for songs and recess.

Thanks to those sturdy harnesses, the instructors were able to alleviate some of our body weight just by holding onto our safety ropes, leaving the bulk of the work on me to perform the motions rather than hold myself up on the bar -- honestly, it was much easier than it looks.

Instructors are able to grade faster using groups of answers.

The existing certification described by Felix and Brown, however, is mostly conceptual or based on action, e.g., students and instructors are able to easily interact.

In addition, instructors are able to give more attention and thus extend some specific modules depending on what is their main learning aim.

Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential.

Because of the schedule and small class sizes, instructors are able to adjust planned lessons to allow students to pursue topics that particularly engage their interests.

Additionally, by not allowing students to move forward until they've mastered the material, instructors are able to ensure student success.

Given such large per class numbers it's unlikely Yoogaia instructors are able to offer much individual instruction to users during live classes, albeit that's also true if you do classes via YouTube (although those classes are free).

Given such large per class numbers it's unlikely Yoogaia instructors are able to offer much individual instruction to users during live classes, albeit that's also true if you do classes via YouTube (although those classes are free).

Effective professional development programs typically last a significant period of time, involve many hours of faculty engagement (Garet et al. 2001; Stes et al. 2010), and are most successful when instructors are able to take an active role in the development process through implementing strategies, observing other instructors, and receiving feedback (Garet et al. 2001).