Example sentences of "[art] pupils ' [noun sg] " in BNC.

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1 If one context has been presented as an exemplar , however , evidence for the pupils ' grasp of the idea should be sought in a different context .
2 The kind of structure the authors mostly discuss is to do with how to move from one dramatic experience into another in a way that tightens the pupils ' grip on the central issue .
3 Thus the teacher-in-role can decide from moment to moment whether to carry the burden of the pupils ' protection — ‘ My men ( a group of ‘ passive ’ children ) have this to say to you' is to be totally protective — or to remove that protection and hand over the power : ‘ My men have something to say to you … ! ’
4 However , this enthusiasm to convey solutions to pupils often ends up by precluding the pupils ' own ideas and can not only be inhibiting but also take away the pupils ' enjoyment of getting there themselves .
5 Robert Jackson , for example , envisages a " middle way " as a " study of religions conducted in such a way that it makes a distinctive contribution to the pupils ' development of a coherent and personally satisfying set of beliefs and values " ( Jackson 1987 : 17 ) .
6 The teaching of study skills should of course obviate the problems that arise in assignments and projects , but generally this provision has been made at a later stage of the pupils ' school career , at the sixth-form level , when a recognized amount of their time is allocated to private study .
7 These are two rather different purposes , the first relating more to a summative statement which could be used to inform parents or employers of the pupils ' knowledge and skills .
8 Our first involvement with pupils comes at the end of the second year when we give advice with choice of subject for the pupils ' curriculum for S3 to S5 .
9 All too often their impressions are dismissed as false , having been based on a short , unrepresentative glimpse of part of a lesson , even thought they are usually expert at getting to the heart of the pupils ' experience in a particular classroom .
10 Have a " feel " for the Size of these Units in relation to common objects within the pupils ' experience .
11 Transcripts of tape recordings have revealed a fascinating array of meanings ; an attempt has been made to interpret these in the social and cultural context of the pupils ' experience .
12 This means developing the pupils ' ability to ask historical questions and interpret their answers .
13 There also needs to be a plan for evaluating the project and the librarian and the teacher should discuss the evaluation of the pupils ' ability to use the microcomputer ( technical skills ) and their ability to make use of the information they gain from the microcomputer ( information skills ) .
14 Whether this is stimulated by the myths and ballads proposed by David Holbrook , or is a reflection upon the living conditions of society 's victims suggested by Searle , teachers ' limitation of the pupils ' work in English to ‘ personal ’ writing can be interpreted as giving their support to the status quo of the social system .
15 The pupils ' work shown overleaf illustrates this .
16 self-chosen evidence of pupils ' thought and action in written , visual and taped form designed to be a self-selected commentary on the pupils ' character .
17 Alternatively , there would be great benefit in choosing someone working in the pupils ' locality e.g. a youth worker , a nurse , a pupil involved in the provision of a soup kitchen or the organisation of a pro-life cell .
18 the pupils ' performance in relation to attainment targets should be assessed and reported on at ages 7 , 11 , 14 and 16 .
19 It can be programmed to provide easier or harder material during the course of an assessment according to an analysis of the pupils ' performance .
20 Occasionally official syllabuses contain very detailed advice for teachers and in one case ( Botswana ) , a separate , loose-leaf file has been prepared for each grade , but in many cases it is the teachers ' guide , or even the pupils ' text which provides the real plan from which the teacher works .
21 They should cover in particular the pupils ' response to literature , and their competence in using information and reference materials , and should meet the general criteria described above .
22 At the end of key stage 3 the pupils ' response should be mainly in written form but may include some oral work .
23 We have observed in the classroom that many programs help the teacher to understand the pupils ' level of comprehension through the pupil response that they provoke .
24 A potential source of an unfair offence stemmed from the pupils ' position as ‘ pupils ’ as opposed to ‘ teachers ’ where , by definition , teachers hold the ultimate authority .
25 Perhaps the point I have n't brought out , which was another enormous effect from the mixed ability teaching , or the mixed ability grouping , was the improvement in the pupils ' behaviour .
26 In those days such interests rarely grew from the pupils ' enthusiasm or choice .
27 They come to the recognition that being black places themselves and other black kids in a similarly disadvantaged position : ‘ It would seem , on the basis of the pupils ’ own perception of this tendency , that this withdrawal into racially exclusive peer groups results from the pupils ' realization of a common identity and shared destiny' ( 1978 , p.64 ) .
28 A different view of assessment however , can lead to considerable benefits in terms of the pupils ' sense of value and personal motivation .
29 Deputy headteacher Stella Postlewhite wearing the pupils ' idea of uniform with English teacher Susan Gardiner , modelling the authorised version .
30 For the NFER project there were three pairs of parallel tests , two pairs were 25-item mental tests , one with and one without the numbers in the questions printed on the pupils ' answer sheets .
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