Students in sentence

3388 examples of Students in a sentence

I taught my girls, I taught my girl students, to unlearn the lesson of obedience.

I taught my boy students to unlearn the lesson of so-called pseudo-honor.

In the U.S., we're trying to change the education system so it's just for everybody and it works for all students.

Right now there's a first-year teacher at home who is pouring through lesson plans trying to make sense of standards, who is trying to make sense of how to grade students appropriately, while at the same time saying to herself over and over again, "Don't smile till November," because that's what she was taught in her teacher education program.

On the other hand, right now there are amazing educators that are sharing information, information that is shared in such a beautiful way that the students are sitting at the edge of their seats just waiting for a bead of sweat to drop off the face of this person so they can soak up all that knowledge.

We've focused in the U.S. on African-American students as well as Native American and Latino.

So I started working with my students on building such a device, and I want to show you some of our early results.

About four years ago, I took a team of students down to Haiti and we worked with Peace Corps volunteers there.

So our engineering students went to work on it and with some very simple changes, they were able to triple the throughput of this device.

So it was a little discouraging to the students.

So over the next couple of years, students and I worked to develop a process.

And conveniently, one of my students was from Ghana, and he remembered a dish his mom used to make for him called "kokonte," which is a very sticky porridge made out of the cassava root.

And at the same time that we had students in the lab looking at this, we also had community partners in Haiti working to develop the process, to improve it and make it more accessible to people in the villages there.

So, you know, I do what I can with the students.

We have 30 students a year go out into the field and try to implement this and move it forward.

A group of divinity students at the Princeton Theological Seminary were told that they were going to give a practice sermon and they were each given a sermon topic.

Together with my students at Tufts University and other colleagues, we've made lots of new discoveries about fireflies: their courtship and sex lives, their treachery and murder.

And so when it was time for me to actually finish up high school, I started thinking about what I wanted to do, and just like probably most students, had no idea what that meant or what I wanted to do.

The hospital registers as a tax-preparation site, and everyone, from medical students to retirees, can volunteer as a tax preparer after passing an IRS exam.

My engineering colleague at Berkeley designed with his students a novel manufacturing technique where you essentially origami the exoskeleton, you laser cut it, laminate it, and you fold it up into a robot.

I asked the other graduate students, and they said, "Yeah, that's exactly what happened to us, except nobody told us about it."

When I became a professor and had to guide my own students through their research projects, I realized again, I don't know what to do.

So I turned to improvisation theater, and I told my students from day one what's going to happen when you start research, and this has to do with our mental schema of what research will be like.

And that's why I teach my students a more realistic schema.

So I teach my students a different schema.

Now just knowing that word, the cloud, has been transformational in my research group, because students come to me and say, "Uri, I'm in the cloud," and I say, "Great, you must be feeling miserable."

Students started playing off of each others' ideas, and we made surprising discoveries in the interface between physics and biology.

When I teach the history of the English language, I require that students teach me two new slang words before I will begin class.

I'm struck as a teacher that we tell students to critically question every text they read, every website they visit, except dictionaries, which we tend to treat as un-authored, as if they came from nowhere to give us answers about what words really mean.

So the first thing we did is, we got a bag of candy bars and we walked around campus and talked to students, faculty and staff, and asked them for information about their passwords.

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