Example sentences of "pupil ' [noun] " in BNC.

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1 This always applies when you collect pupils ' errors .
2 Why , however , is it important that pupils ' capacity for imagination is developed in order to understand religion ?
3 This applies profoundly to pupils ' capacity for reflective thinking .
4 What is certain , however , is that currently English teachers are being urged by the majority of voices in their midst to concentrate upon encouragement of their pupils ' creativity .
5 ( That is , comparing the results of the 11 year old pupils ' surveys with those of the 15 year olds . )
6 In general , pupils ' interpretation of spatial concepts such as area , angle and shape are highly influenced by context and presentation ; they often provide cues to pupils about the way to interpret a task , and can be misleading .
7 He supplemented his income by petty thieving from his pupils ' parents , and also by a touch of blackmail , often finding his benefactors had been slightly compromised with the serving staff .
8 Boltanski photographed each of 143 pupils when he visited London in September and he is testing the way in which art is created by its context by also sending the portraits to the pupils ' parents in return for the fee which would have been charged by the school photographer .
9 A special assembly will be followed by a breakfast for pupils ' parents .
10 In the absence of planning there would be considerable frustration and pupils ' activities would lack direction .
11 A good unit can be extremely supportive to the teacher but should not decrease the role that he alone can play best , ie , picking up and building on the pupils ' reactions and suggestions .
12 The starting point of the research is the fact that very little formal school derived knowledge may be used in discussion of pupils ' reactions to scientific issues in the public domain .
13 Further research studies confirmed the earlier picture of West Indian pupils ' underachievement , on average , compared with Asian and white pupils , but showed that the gap appeared to be diminishing significantly as time passed .
14 However , there are difficulties in using pupils ' strategies to measure mathematical attainment .
15 This type of assessment is demanding for teachers , who need to observe pupils ' strategies carefully .
16 teaching approaches which maintained an often slavish adherence to the textbook , reliance on narrow questions often requiring monosyllabic answers , an inability to follow up and extend pupils ' answers and an over prescriptive method whereby the teacher was able to remain within a constricted , safe pattern of work .
17 The head must also make available for inspection at the school information on syllabuses , schemes of work and school hours as well as details of the arrangements for dealing with complaints and providing access to pupils ' records and documents , such as any HMI Report on the school .
18 The internal measures which were often used ( with a notable slant towards secondary schools ) were examination results , tests of literacy and numeracy , attendance patterns , pupils ' records of achievement , curriculum information and national testing and assessments .
19 Schools were urged to recognise the importance of ascertaining pupils ' views both generally and more specifically in relation to the development of a behaviour policy by the school , and to instil a sense of ‘ belonging ’ amongst pupils .
20 Both teachers ' and pupils ' views of the project were examined in its development phase , but the project 's effect on pupil smoking behaviour has not been formally assessed .
21 17.45 During the next two key stages , pupils ' development as writers should be marked by :
22 If this is done , then the work of individual teachers within the school contributes to the general pattern of pupils ' development , rather than being wasted because it is not adequately prepared for , or followed up by other teachers .
23 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 ) .
24 In that the influence of exams upon curriculum practices starts long before pupils make exam options choices , so this unsatisfactory narrowing of pupils ' experiences pervades much of their school careers .
25 The data cover several aspects of family background and ( in some cases ) the ability of pupils on entering secondary schools ; pupils ' experiences at school , including the curriculum , methods of teaching and learning , and relationships between teachers and pupils ; and several outcomes of schooling , including qualifications , attitudes , truancy and further education or employment after school .
26 Pupils ' experiences of teaching and learning : a qualitative longitudinal study
27 By gathering in-depth interview and observational material , the researchers will be well placed to examine how pupils ' experiences of teaching and learning in the early 1990s influence their aspirations , sense of achievement and future life chances .
28 Mainstream teachers and heads of language departments often seem to be lacking in knowledge of their pupils ' languages .
29 development , by informal means and in the course of purposeful activities , of pupils ' powers of concentration , grasp of turn-taking , ability to gain and hold the attention of their listeners , and ability to voice disagreement courteously with an opposing point of view .
30 Teachers should use texts of increasing difficulty to develop pupils ' powers of discrimination and perseverance so that they become confident and efficient in their use and interpretation of such material .
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