teacher
See this word as a collocate cloud
minister accept what every parent | teacher | and student in scotland knows |
after school clubs or parent | teacher | associations no burns clubs or |
could approach the scottish parent | teacher | council first to say that |
recent suggestions by scottish parent | teacher | council in particular in relation |
gillespie of the scottish parent | teacher | council she pointed to the |
unclear about the scottish parent | teacher | council suggestion about unit assessments |
checked either by parent or | teacher | for uisin scots gettin tellt |
by either their parent or | teacher | for using scots being told |
at the initial stages the | teacher | compiled a list of short |
subject is pairt o initial | teacher | education an professional oncome 121 |
subject is part of initial | teacher | education and continuous professional development |
of funded places for initial | teacher | education for gaelic medium teaching |
of collaborative gaelic medium initial | teacher | education ite provision with colleges |
through cpd training and initial | teacher | education on community languages explore |
throu professional oncome an initial | teacher | education on community leids speir |
that our review of initial | teacher | education will examine thoroughly ite |
initial assessment would involve the | teacher | lecturer and student in preparing |
level of support from the | teacher | preparation for the initial assessment |
two stage lesson with initial | teacher | recapitulation or context setting leading |
were included with some initial | teacher | resentment at this right wing |
initial teacher training and qualified | teacher | status an he enrolment of |
the performing arts education initial | teacher | training and qualified teacher status |
involve substantial changes to initial | teacher | training the mccrone settlement can |
being made in enabling initial | teacher | training to be undertaken by |
but the proposals for initial | teacher | training would take many years |
and you can tell which | teacher | a pupil has by some |
technical terms by which the | teacher | and pupil discuss such matters |
they are mainly relevant when | teacher | and pupil discuss the pupil |
being applied much pupil and | teacher | effort in s4 goes into |
head master mr grant pupil | teacher | or assistant ms frobisher thomas |
of texts other than through | teacher | pupil discussion position paper 5 |
assistants a better pupil to | teacher | ratio and a much more |
sizes and to improve pupil | teacher | ratios at critical stages such |
only to what pupil and | teacher | require grammatical concepts and terminology |
limited to what pupil and | teacher | require the 5 14 guidelines |
for example why does the | teacher | suggest that the pupil use |
over 50 years as pupil | teacher | teacher trainer and hmi i |
to allow the pupil and | teacher | to understand the marking that |
50 years as pupil teacher | teacher | trainer and hmi i have |
who is herself a pe | teacher | by training asked me you |
they are being used for | teacher | guidance or training there is |
more teacher training and some | teacher | retraining will be needed so |
s shocking f814: all the | teacher | trainers training teachers that came |
most grad s are doing | teacher | training and disliking it and |
are to deliver it more | teacher | training and some teacher retraining |
me she s given up | teacher | training at jordanhill to take |
funded places for gaelic medium | teacher | training at pgce primary level |
they just went to like | teacher | training college didn t they |
that was advocated in the | teacher | training college so that you |
expects to be applied in | teacher | training colleges recruitment processes that |
of scotland to complement improved | teacher | training conclusions 122 the conclusions |
is a core unit within | teacher | training courses s1w 19673 mr |
considering taking up gaelic medium | teacher | training courses s1w 20849 mr |
to apply for places on | teacher | training courses s1w 27377 karen |
mean it would greatly increase | teacher | training eh i mean it |
out on my first ehm | teacher | training experience f641: [laugh] f643: |
training you were f643: [laugh] | teacher | training i was out on |
when i graduated and got | teacher | training i went to teach |
explained that i m starting | teacher | training in the autumn as |
and that was for what | teacher | training m642: yeah well p |
me i ll be at | teacher | training next year and i |
issued stresses the need for | teacher | training providers to respond to |
is a priority subject for | teacher | training the scottish higher and |
douglas hamilton that establishment offers | teacher | training to gaelic teachers along |
half f641: [laugh] was it | teacher | training you were f643: [laugh] |
would recommend for any primary | teacher | a class visit to alloway |
the strengths of the primary | teacher | and that to my mind |
inter faith council primary school | teacher | and voluntary community worker in |
inter faith council primary school | teacher | and voluntary community worker in |
if you re a primary | teacher | and you ve got eight |
of allan i m a | teacher | at st ninian s primary |
mrs dianna wolfson formerly head | teacher | at the jewish primary school |
f813: at my primary one | teacher | cause she told me off |
screive [censored: emailaddress] [censored: forename] [censored: surname] heid | teacher | [censored: name] primary schuil [censored: address] 24t |
the moment does a primary | teacher | get a convenient selection of |
wis in primary four the | teacher | gied us tubes of glitter |
patience of a primary school | teacher | i repeated obedient frances o |
of other languages the primary | teacher | is ideally placed to make |
another and again the primary | teacher | is well placed for that |
s something that the primary | teacher | is well placed to deliver |
jim higgins primary 7 s | teacher | jim also took football a |
primary school this full time | teacher | led year will equip children |
george graham a former head | teacher | of aboyne primary described the |
estimated by a former head | teacher | of aboyne primary school g |
and primary pat robson principal | teacher | of english and myself representing |
completed by a primary 7 | teacher | of north east extraction who |
primary school curriculum gives the | teacher | the opportunity to revise and |
was margaret dryden a primary | teacher | virtually single handedly she revitalised |
actually used by a primary | teacher | who probably would have known |
mmhm m608: this was a | teacher | f637: mmhm f638: a teacher |
teacher you know cursing the | teacher | in gaelic i can still |
teacher f637: mmhm f638: a | teacher | miss [censored: surname] m608: aye f638: |
s got a fite boord | teacher | s got a blackboord teacher |
ye hae iver seen teacher | teacher | s got a fite boord |
chakk computer an a pen | teacher | s got a heidache teacher |
teacher s got a blackboord | teacher | s got a stick o |
teacher s got a heidache | teacher | takks a teabreak dylon buchan |
that ye hae iver seen | teacher | teacher s got a fite |
having a go at the | teacher | you know cursing the teacher |
then discuss the effects created | teacher | and pupils can profitably discuss |
on us as we read | teacher | and pupils can then explore |
have to begin with the | teacher | asking the pupils questions about |
the words is introduced the | teacher | can engage the pupils in |
as subjects and predicates the | teacher | can give pupils a list |
a blank oht slide the | teacher | can have the pupils create |
in which both pupils and | teacher | can learn from each other |
modelling the genre first the | teacher | discussed with the pupils why |
this familiar activity involves the | teacher | exploring with pupils what the |
the classroom without pupils or | teacher | feeling ill at ease secondly |
should not be upon the | teacher | instructing pupils about concepts and |
books in such circumstances the | teacher | or other pupils may constructively |
one could hide from the | teacher | pupils always sat with their |
it is important that the | teacher | remembers that the pupils will |
to participating schools iii 9 | teacher | s questionnaire iii 10 pupils |
considerably from the norm the | teacher | should note the pupils reading |
were expensive [note: photo: 'intermediate certificate for rebecca middleton, 1918.'] the class | teacher | taught all subjects with pupils |
there is need for the | teacher | to help pupils with word |
still a need for the | teacher | to help pupils with word |
could mabel smith my french | teacher | at turriff secondary school as |
smith s stories my french | teacher | at turriff secondary school as |
heard farrach from my french | teacher | brought up in the fraserburgh |
for such purposes my french | teacher | has told me that in |
languages i was a principal | teacher | of french and german and |
sorry oliver brown was a | teacher | of french in eh whitehill |
i basically told the french | teacher | to f off and ran |
french lesson and her french | teacher | was like eh do you |
and lang draaers my french | teacher | when in her 90s told |
chamber if my old french | teacher | wilma pirrie could see me |
1937 miss cameron the heid | teacher | exerceesed hir owerance i the |
who was the googly eyed | teacher | f940: miss what was she |
right father who is a | teacher | himself says miss wood should |
school ye had the same | teacher | i d a miss arbuckle |
asked that of my geography | teacher | i said miss bannister why |
miss smith is a nice | teacher | likes quiet children or we |
wye miss moss the history | teacher | maun hae bin a bit |
on the road [note: photo: 'mrs doreen black.'] our | teacher | miss allan came from laurencekirk |
tying up our parcels the | teacher | miss archibald asked us to |
hidna speired fit the art | teacher | miss lees micht think o |
it began fin oor history | teacher | miss moss wis gaun ower |
didna care fur yon english | teacher | miss rubislaw an plottit ma |
for miss west my art | teacher | no one went out of |
late for school told her | teacher | please miss a slept in |
old girl complained to her | teacher | please miss yon laddie hut |
miss [censored: surname] no the gym | teacher | the other one f640: no |
and memories miss buchan a | teacher | treated toothache with carbolic jelly |
i roberton schuil the infant | teacher | wis ae miss scott whae |
ere e room wis teem | teacher | an class hid geen aff |
clarity and cohesion next the | teacher | and class focused together on |
as captions and class and | teacher | can then compare and discuss |
texts this process of the | teacher | co operating with a class |
class sae big noo the | teacher | could hardly win past fariver |
class sae big noo the | teacher | could hardly win past fariver |
schuil wir class heid a | teacher | dat hid been boarn in |
in the village does your | teacher | give you scots in class |
whole class discussion involved the | teacher | in giving a lesson on |
be accompanied by their class | teacher | marie mclean and jean shields |
book form and one class | teacher | produced a booklet of doric |
astra s signals after my | teacher | s class a discussion of |
story and report writing the | teacher | should discuss with the class |
reports together the class and | teacher | then completed the joint construction |
appoint a practising class room | teacher | to the committee of inquiry |
a conference held in the | teacher | building in glasgow to discuss |
the right balance groups and | teacher | could then discuss the effects |
from kaimhill s acting head | teacher | 3 12 98 during the |
the commitment of the head | teacher | and the modern languages staff |
be obtained from the head | teacher | approval was obtained by telephone |
m1042: eh as a head | teacher | but outside aberdeen it was |
classroom one north east head | teacher | justified his actions to a |
the study and the head | teacher | of kincardine o neil 17 |
classes perhaps with the head | teacher | present or to ask questions |
really going tae the head | teacher | s liking an we were |
and gi- gill the head | teacher | said they everyone was just |
24t oct 2001 dear head | teacher | scots tung quaich competition 2002 |
and 12 boys the head | teacher | understood and could speak north |
7 were girls the head | teacher | was herself a north east |
and no girls the head | teacher | was local and could speak |
of the school the head | teacher | was local and was entirely |
in aberdeen for a head | teacher | we always called them heidy |
i recall as a school | teacher | a few years ago asking |
customer wis a retired school | teacher | an jonsar kent she hid |
just qualified as a school | teacher | and will be starting in |
the examination process a senior | teacher | at a school in my |
used to have a physics | teacher | at school who used to |
should have been a school | teacher | back at the barber shop |
jeanette the english specialised school | teacher | from sheffield to go round |
written school work and the | teacher | got a bit fed up |
a change mabel being a | teacher | had a fund of school |
mm f1043: but for a | teacher | in a torry school tae |
there was one total mental | teacher | in my school there was |
necessarily impact on any other | teacher | in the school who was |
before the day finished my | teacher | in the sunday school was |
want to be a school | teacher | m741: mmhm m605: ehm but |
god in my school principal | teacher | of guidance there it was |
school f1113: what s your | teacher | s name going to be |
f1113: no what s your | teacher | s name in the school |
the school f813: an art | teacher | she s still working f814: |
hamish my high school latin | teacher | the late thomas laing first |
mother was a sunday school | teacher | with a shudder he recalled |
to ensure that a resident | teacher | would be available in school |
m605: consider bein a school | teacher | would be if i got |
own piece of writing the | teacher | asked them to think about |
reading and writing so that | teacher | confidence and skills in assessment |
as individuals working with the | teacher | model the writing process on |
course at edinburgh university the | teacher | started her course by writing |
m a writer and a | teacher | until the writing dries up |
those features b discussing writing | teacher | with individuals groups or whole |
my brain wrath broke nuclear | teacher | wrath i m writing this |
words called out by the | teacher | writing them in the spaces |
philosophically i was an english | teacher | and am inclined to turn |
my headmistress and my english | teacher | decided that i would go |
counterparts elsewhere briefly every english | teacher | endeavours to bring texts to |
s worked as an english | teacher | for 4 years before coming |
used to be an english | teacher | i am an historian to |
embarrassing echo of the english | teacher | in it somewhere murdo what |
order to become an english | teacher | in scotland and most university |
the teaching of english the | teacher | of a modern language is |
colleagues who teach english the | teacher | of modern languages can draw |
colleagues who teach english the | teacher | of modern languages can draw |
name into english for the | teacher | s benefit the educationist john |
mixed ability english classes the | teacher | s role in making texts |
d drafting redrafting according to | teacher | s specifications both english and |
ehm didn t our english | teacher | tell us not to slag |
generation plug mcandrew the english | teacher | telt us we dinna pye |
it obviously the enlightened english | teacher | that tau-tau-tau- taught us this |
times wholly absurd oor english | teacher | tuik nae delicht ava in |
him that his old english | teacher | was asking for him allan |
and luckily the the english | teacher | was scottish he was from |
as literate as the english | teacher | who preceded me in the |
could contradict your former english | teacher | without her giving you a |
language so not every english | teacher | would be willing to incorporate |
enoch powell said i a | teacher | asked the deaf children what |
to doing your wilkies the | teacher | asked what is the correct |
away from our paths the | teacher | has earlier asked two other |
language material i asked the | teacher | shrugged no one gives a |
diverse cultural backgrounds a local | teacher | when asked to describe the |
i had a gaelic speaking | teacher | i was quite fortunate i |
a gaelic medium erm senior | teacher | in bishopbriggs which also had |
consisted of just pro- a | teacher | teaching gaelic as a language |
of a very good gaelic | teacher | there and she took an |
farquhar munro in having a | teacher | who spoke gaelic winnie ewing |
to have had erm a | teacher | with no gaelic actually teaching |
having a fight and the | teacher | actually came and got me |
the holm i would a | teacher | came here an he he |
once wh- when a visiting | teacher | came i but i blotted |
you do get frustrated m811: | teacher | i remember when i came |
came to ask for the | teacher | s hand in marriage tam |
was really odd and the | teacher | was like she came back |
work now is in inital | teacher | education preparing secondary teachers i |
1 reliance on an individual | teacher | being interested in scots 2 |
that whaur accordin tae the | teacher | burns uised the scots dialeck |
accordin tae matthew fitt writer | teacher | even gin scots poems an |
according to matthew fitt writer | teacher | even if scots poems and |
scots 2 reliance on a | teacher | having attended an in service |
an appointment as a roving | teacher | of scots in the borders |
lippenin on the orra lane | teacher | takkin an interest in scots |
scots 2 lippenin on a | teacher | that has attendit an in |
in the borders a roving | teacher | was employed to teach scots |
folk who found him a | teacher | [glass gets knocked over] sorry and and eh |
who is a modern languages | teacher | he had just had a |
very long time ago the | teacher | pulling up a child who |
procession she also remembers a | teacher | who died she had gone |
f826: and there s one | teacher | who has a very loud |
i was hijacked by a | teacher | who kept me an hour |
s slightly older a qualified | teacher | who practised for 2 years |
on the face of the | teacher | who proceeded to search round |
quote a poem about a | teacher | who would go to hell |
f638: who f637: that f- | teacher | ye had in the junior |
f951: my occupation is a | teacher | as is my husband and |
row from my old latin | teacher | if i don t [laugh] |
mither mam i think my | teacher | maun be afa religious fit |
broke upon me nuclear conflict | teacher | of guidance my father s |
day and there was a | teacher | one of my old teachers |
hands f1095: fa m1096: my | teacher | s f1095: aye fitt ain |
mum s no eh my | teacher | s hands f1095: fa m1096: |
that my dad s a | teacher | so kind of everyone in |
just tr- maybe my geography | teacher | was just trying to crack |
my favourite especially fan the | teacher | would fire oot questions as |
he s worked as a | teacher | for thirty odd years and |
a couple o years a | teacher | had recommended it said ye |
defamation being awarded to a | teacher | accused of violence towards two |
to interrogate me without a | teacher | being present topics ranged from |
political with a capital p | teacher | unions were castigated for being |
magazine and part time language | teacher | here to trace or rather |
the idea is that every | teacher | of a modern language will |
language learning thereby freeing the | teacher | to concentrate on more complex |
language more frequently however the | teacher | will operate on the child |
the difficulty that if the | teacher | with language skills left the |
bits when i became a | teacher | he used to quote a |
such an information report the | teacher | used as her model text |
the girls there an the | teacher | used to always say girls |
to the public his history | teacher | a mr malcolm had told |
they had read with the | teacher | a passage in which a |
i had a home economics | teacher | an beep [laugh] m941: [inaudible] |
her sister was the gym | teacher | but the one i had |
we had a home economics | teacher | called mrs [censored: surname] and she |
time i had been his | teacher | f963: well no that s |
now ye had a different | teacher | for each subject whereas ye |
day you had the same | teacher | for everything f1077: mm mm |
one we had like a | teacher | for four days of the |
whereas ye had the same | teacher | for the the whole year |
just you just had one | teacher | for the whole year f718: |
i never had a male | teacher | m635: mmhm m636: till i |
and her flatmate and fellow | teacher | rachel had rustled up god |
is just wrong cause the | teacher | that i had in fifth |
only had her when her | teacher | was away i was there |
fingers tae speer fit e | teacher | ay tried nae tae hae |
o e ledder wid e | teacher | come back maybe better if |
it s just slack speech | teacher | comment 1998 108 e en |
given a prefix by the | teacher | e g con trans non |
certainly not sit still e | teacher | geed on wi e wark |
e room wi eir shooin | teacher | hazy kins o ootlines at |
wye o e times e | teacher | kept control be a lot |
kinna thochts geed throwe e | teacher | mannie s min for he |
t force is a gran | teacher | onywye eence made e edderins |
a bittie ower fae e | teacher | s desk nae wintin tae |
in a line an e | teacher | wis gaan ben e line |
and then ye got another | teacher | for ye then ye went |
got involved in as a | teacher | in glasgow and aberdeen and |
been invited so that the | teacher | could continue in private a |
the text for instance the | teacher | could delete some of the |
may meeting was a practising | teacher | and knew exactly what was |
buchan tyrie area was the | teacher | at inverey for a few |
m942: woman m939: ehm substitute | teacher | called mrs [censored: surname] was she |
difference one kincardine and deeside | teacher | commented afterwards i was very |
laddie hut me when the | teacher | enquired which boy she was |
out really linguistically against the | teacher | f606: mmhm m1036: it was |
f812: i can remember a | teacher | f814: sorry i was [inaudible] |
know it and as a | teacher | [laugh] i was one of |
thought he was a good | teacher | m1183: yes m1182: and em |
it because i was a | teacher | much of that was do |
he was like our re | teacher | s been telling me that |
direct speech as was the | teacher | s intention this brought up |
i said what was your | teacher | s name and he said |
boys and 19 girls the | teacher | s questionnaire was completed by |
is in hir bed the | teacher | s response was you mean |
the name given to the | teacher | s whistle was the birlie |
was your f1122: [laugh] f1121: | teacher | today f1122: mm erm [censored: forename] |
executive what the number of | teacher | vacancies was in i nursery |
through this joint construction the | teacher | was able to help them |
to a café and the | teacher | was devastated the fact that |
one f812: uh huh f814: | teacher | was just i don t |
good at it and this | teacher | was just setting her some |
implication was that their young | teacher | was not teaching them true |
with a wicked chuckle the | teacher | was talking of houses to |
our teachers the a science | teacher | was the guizer jarl kinda |
decisions should depend upon the | teacher | s awareness of his her |
a poem or story the | teacher | should explore for herself what |
of 5 14 strands the | teacher | should not of course try |
the key stages outlined the | teacher | should preparation identify major understandings |
this stage is that the | teacher | should provide support to lead |
correction in other words the | teacher | should underline errors and indicate |
ye should ettle tae bring | teacher | trainin bodies thegither wi publishers |
her reading for for her | teacher | and maybe even doing spelling |
[censored: forename] tells me that one | teacher | at her institute misunderstood conservation |
i dinnae ken far her | teacher | come fae or fitever [exhale] |
helluva slower pace cam the | teacher | crunkin her wye tae skene |
city f833: our our chemistry | teacher | her voice annoys me f832: |
cites ae example o a | teacher | throu her ain interest creatin |
cites one example of a | teacher | through her own interest creating |
lines but it allows the | teacher | to focus closely with her |
scenario in scottish politics one | teacher | lent me some teach yourself |
agreeing to participate with a | teacher | s one page questionnaire appendix |
one fourthly there is the | teacher | support project in clackmannanshire which |
into the institute only one | teacher | turned up for the consultation |
t chewing a bone the | teacher | can decide if double verbs |
and german with which the | teacher | can establish links s3 s4 |
end of each game the | teacher | can focus on the specific |
can tell you re a | teacher | no [laugh] m1019: th- it |
as i can but the | teacher | of guidance point blank refused |
i can say as a | teacher | that there is dissatisfaction with |
i can imagine like a | teacher | usin this tae if i |
the way i m a | teacher | voice except he can t |
in d dialect afore dis | teacher | a savage roarin at wid |
team teaching with a a | teacher | an she says eh gordon |
of them married another a | teacher | and a fourth helping at |
not currently a practising classroom | teacher | and i confess that sometimes |
at length we found the | teacher | and were led to a |
surely you have a gym | teacher | and you have a- och |
joe wasn t a proper | teacher | anyway starters chapter 3 tablet |
a small note to the | teacher | at the foot of the |
aye shi wis a guid | teacher | auld berna pause ah wanti |
than that of a qualified | teacher | believes that addressing low pay |
really bad cheek to a | teacher | but that s cause like |
by a policeman by a | teacher | by the milkman 25 39 |
playgrun singin it till a | teacher | cam oot an threatened tae |
works rather than adopting a | teacher | centred approach which tends to |
structures tops and tails the | teacher | chooses a category of nouns |
fight during playtime a the | teacher | didn t want to know |
and a new system of | teacher | discipline to ensure that those |
a visit and meet your | teacher | eh and have a look |
the healthy eating theme the | teacher | explained that a cheese and |
care less a typical art | teacher | fiona is the quintessence of |
an 3 lippenin on a | teacher | haein taen an interest in |
space below each word the | teacher | has a list of all |
and 3 reliance on a | teacher | having developed an interest in |
went on to become a | teacher | herself five willie mathieson s |
o good words bein a | teacher | i m sure [?]weird, aye[/?] f1144: |
the equivalent as a young | teacher | i would have felt inadequate |
ken aa aboot as a | teacher | ian m1012: mmhm m1010: dip- |
of stirling i m a | teacher | in st ninian s i |
tense in verb phrases the | teacher | introduces a picture of a |
and whisky rachel a pe | teacher | is very keen on sports |
in the uniform of a | teacher | koolyghin approaches irena congratulations ma |
it myself even as a | teacher | [laugh] m1007: would that be |
f951: an i m a | teacher | m865: right how long have |
i have to be a | teacher | no matter what f1150: yeah |
and their friends sergei a | teacher | of russian at mgu and |
becomes much easier for a | teacher | of social subjects to see |
to include a qualified nursery | teacher | on the staff register s1o |
of categories suggested by the | teacher | or alternatively create a set |
i know when when a | teacher | or somebody interested went out |
while [censored: forename] searched out the | teacher | organising the event a student |
a report if therefore the | teacher | provides relevant motivating contexts helps |
short grammar input where the | teacher | puts on oht a selection |
entirely different exercise from a | teacher | returning prelim scripts to their |
making marking part of a | teacher | s contract scotland s national |
stand in the corner the | teacher | s desk sat on a |
addressed we have produced a | teacher | s pack jointly with the |
in the form of a | teacher | s questionnnaire designed to discover |
mental arithmetic she uses a | teacher | s voice for the questions |
and erm speaking with a | teacher | s voice i just look |
thank god sighed the infant | teacher | sally michie a strapping dundonian |
describing that process while the | teacher | scribed the instructions on a |
nouns as naming words the | teacher | selects a topic such as |
says you must be a | teacher | sent from god for no |
stint in egypt as a | teacher | sorry to hear that the |
completely politically incorrect for a | teacher | to say that but f1054: |
and members of all the | teacher | trade unions perceived a determination |
into a discussion with the | teacher | which must move the discussion |
over by a young lady | teacher | while they were busy a |
mr shanks as a principal | teacher | will you tell us how |
to glenmore lodge as a | teacher | with kids from [censored: placename] and |
quite a good idea the | teacher | would be like no because |
a treat mrs johnstone the | teacher | would bring out a dried |
day he quarrelled with his | teacher | and walked out on leaving |
in this p6 example the | teacher | began with work on dinosaurs |
of the other and the | teacher | hit your hand with the |
skills this also involves the | teacher | in focusing with students on |
sly fag with his sad | teacher | mates in the garden i |
together with the children through | teacher | modelling discussion or joint construction |
sequence would begin with the | teacher | presenting some of the new |
mm m762: again another enlightened | teacher | erm er gave us the |
into room four and the | teacher | there said eh just come |
the point repeatedly that no | teacher | in scotland would have benefited |
would mean it would mean | teacher | trainin aye it would mean |
of the following activities the | teacher | would attempt to locate the |
note music hath charms ma | teacher | said but no the kind |
work as wee mary s | teacher | said in hieroglyphics what point |
alastair i m not your | teacher | anymore fair enough worst fuckin |
apparently i m the first | teacher | to be let loose on |
y yeah m m mr | teacher | you say yes in this |
link parts of sentences the | teacher | calls out prepositions or conjunctions |
worksheets word processing or increased | teacher | contact including co operative teaching |
the same way as the | teacher | er or the doctor or |
tae sook in wi the | teacher | or dae weel at the |
of the last game the | teacher | or first player starts off |
if you really hate the | teacher | or something you re only |
no been listenin to fit | teacher | s been sayin or some- |
of three or four the | teacher | selects and photocopies six different |
quiz show family fortunes the | teacher | selects various materials or objects |
you show it to your | teacher | of guidance he may be |
career as an artist impresario | teacher | and philosopher as an inspiration |
when i taught as the | teacher | [laugh] f963: [laugh] f965: in |
meant for them as the | teacher | scribed their suggestions next day |
sae as tae complement better | teacher | trainin conclusions 122 the conclusions |
the preparatory drafts when the | teacher | corrects the first attempt at |
and to questions from the | teacher | after sustained practice and repetition |
constructive formative feedback from the | teacher | and increasingly from themselves and |
st nicholas bringing you the | teacher | speirs from his great big |
by what they heard from | teacher | trade unions but they were |
conveyed to them by the | teacher | after reading the material rev |
may be brought by the | teacher | except against the authority s1w |
egyptians by thon time the | teacher | s fair trickit an ye |
bairn wanted to be the | teacher | and get to use the |
they were doing including the | teacher | and ran outside to the |
is attempted the discussion between | teacher | and student will focus on |
which is not transmissive and | teacher | centred but investigative and project |
[censored: surname] an f p and | teacher | of drama in the junior |
choice of text and also | teacher | performance in enactment and exploration |
the time and er the | teacher | that ran it originally god |
it clearly identifies for the | teacher | the kinds of structuring and |
activity is to allow the | teacher | to assess informally and to |
of listening and speaking the | teacher | will be able to highlight |
curriculum development in which traditional | teacher | concern for examination results has |
bone at each turn the | teacher | indicates which element is to |
beans at each turn the | teacher | indicates which element is to |
ah wes ettlin for ma | teacher | s diploma ah stertit ti |
for twenty minutes granfaither an | teacher | the ane finger still rock |
the practical implications for the | teacher | these practical suggestions draw extensively |
it is important for the | teacher | to be aware of how |
for the post of assistant | teacher | were considered but no appointment |
sqa s problem if every | teacher | disputes every mark in every |
he wid spoil it if | teacher | kept him frae the toilet |
1947 whan mrs dodds the | teacher | an hir man muved doon |
to the strap that the | teacher | called midget the fidget there |
employ similar techniques here the | teacher | in discussing possible changes to |
context of the topic the | teacher | is able to highlight the |
will no doubt annoy the | teacher | lecturer conducting the assessment but |
of intensive reading where the | teacher | lecturer requires precise translation of |
scce bulletin claimed that the | teacher | must be in possession of |
internalise the grammar system the | teacher | must seek to re cycle |
felt tip to the best | teacher | nivver endin oceans o paper |
prior to the reassessment the | teacher | offers further support to the |
instructions in this work the | teacher | planned to develop skills in |
question what is waste the | teacher | responded to their written pieces |
the related issue of the | teacher | s own linguistic knowledge the |
mm very good did the | teacher | say well done f1122: aye |
an schuil hoose fur the | teacher | that schuil closed i the |
on it looked crackin the | teacher | thought so too it s |
institute of scotland all the | teacher | trade unions were deeply concerned |
120 provide mair in service | teacher | trainin on the leids o |
i the clessroom til his | teacher | whae hed the wusdom an |
o its drawer an the | teacher | wheeched it throwe the air |
of this brainstorming session the | teacher | will have identified previously learned |
t answer back to the | teacher | you probably didn t answer |
hamewirk s niver haundit in | teacher | ll ging gyte denner money |
but compulsively he fantasised his | teacher | s cv daniel vaughan 1929 |
like morag s assessment early | teacher | theatrical scene painter tv playwright |
vratches o rubbits minnie s | teacher | wis staunin in front o |
she hated it but that | teacher | wisnae f638: i don t |
in like an assistant kinda | teacher | f940: [laugh] [laugh] m942: woman |
m865: mm m952: but wan | teacher | in particular clarky well he |
him more about that principal | teacher | of guidance than i ve |
about an early cus- music | teacher | er you know while you |
atween ian w landles history | teacher | it hawick hie schuil an |
he uised tae be ma | teacher | sae we scattert an ah |
geng alang da lines o | teacher | boy you shall not speak |
please sir does oor real | teacher | ken whit you re daein |
please sir does oor real | teacher | ken whit you re daein |