teachers
See this word as a collocate cloud
education culture and sport the | teachers | superannuation additional voluntary contributions scotland |
consider the following instruments the | teachers | superannuation additional voluntary contributions scotland |
are subject to annulment the | teachers | superannuation additional voluntary contributions scotland |
until 8 february 2001 the | teachers | superannuation additional voluntary contributions scotland |
until 15 february 2001 the | teachers | superannuation additional voluntary contributions scotland |
april 2001 justice 2 the | teachers | superannuation pension sharing on divorce |
is subject to annulment the | teachers | superannuation pension sharing on divorce |
the following negative instrument the | teachers | superannuation pension sharing on divorce |
to any parliamentary procedure scottish | teachers | superannuation scheme resource account 1999 |
365 18 october 2000 the | teachers | superannuation scotland amendment regulations 2000 |
365 18 october 2000 the | teachers | superannuation scotland amendment regulations 2000 |
2000 ssi 2000 365 the | teachers | superannuation scotland amendment regulations 2000 |
health and community care the | teachers | superannuation scotland amendment regulations 2001 |
health and community care the | teachers | superannuation scotland amendment regulations 2002 |
health and community care the | teachers | superannuation scotland amendment regulations 2002 |
health and community care the | teachers | superannuation scotland amendment regulations 2002 |
health and community care the | teachers | superannuation scotland amendment regulations 2002 |
especially professional development for language | teachers | are recognised and progressed a |
and continuing professional development cpd | teachers | are well prepared to promote |
for the professional development of | teachers | as a former marker i |
continuous professional development to assist | teachers | in maintaining and improving professional |
continuous professional development to assist | teachers | in maintaining and improving professional |
professional conditions of service for | teachers | in scotland s schools through |
professional conditions of service for | teachers | in scotland s schools through |
initial trainin an professional oncome | teachers | is weel able tae promote |
and language training for primary | teachers | our work on continuing professional |
into the professional conditions of | teachers | s1o 1790 18 mr andrew |
accept the professional judgment of | teachers | that the programme was not |
an multilingualism provide trainin for | teachers | throu professional oncome an initial |
how many primary and secondary | teachers | a of gaelic and b |
teachers the secunt attracted secondary | teachers | an hauf o thon boorich |
scotland david eaglesham scottish secondary | teachers | association alex easton headteachers association |
hear david eaglesham scottish secondary | teachers | association i echo what john |
ld in the scottish secondary | teachers | association submission one statement seems |
mr brian bishop scottish secondary | teachers | association unison borders equality in |
child protection legislation use specialist | teachers | based in secondary schools to |
pupils and their future secondary | teachers | by allowing teachers to move |
the use of secondary school | teachers | give every child the opportunity |
inital teacher education preparing secondary | teachers | i also work for the |
see that we have more | teachers | in primary and secondary schools |
think has resulted in erm | teachers | in the upper secondary certainly |
in highland who require 46 | teachers | over the period in secondary |
day fur teachers attracted primary | teachers | the secunt attracted secondary teachers |
future secondary teachers by allowing | teachers | to move between primary and |
schools enable secondary school sports | teachers | to take their expertise into |
from interviews with pupils and | teachers | 1 8 the north east |
with primary seven pupils and | teachers | aboyne aboyne lies 30 miles |
the opinions of pupils parents | teachers | and employers in developing future |
secure future for the pupils | teachers | and parents in the scottish |
the technical terms by which | teachers | and pupils discuss such matters |
will listen in person to | teachers | and pupils in their response |
the burden of assessment on | teachers | and pupils the work in |
feeling among pupils that if | teachers | are unhappy with the situation |
may be drawn upon by | teachers | as they discuss with pupils |
a variety of strategies which | teachers | can use for involving pupils |
gled that baith pupils an | teachers | enjoyed takin pairt in the |
been vigorously excluded upper deeside | teachers | expose pupils to the rich |
parents rhoda grant do the | teachers | hand out to pupils the |
the language by pupils and | teachers | hendry s methods are easily |
of pupils their parents and | teachers | into its use amongs 900 |
pupils whilst recognising that additional | teachers | may be more effectively deployed |
pupils to parents and to | teachers | of other subject areas particularly |
for the pupils parents and | teachers | of stane primary school the |
in respect of allegations against | teachers | of violence against pupils no |
is effective and easier for | teachers | parents and pupils to understand |
it is taught pupils and | teachers | perceptions of the examination as |
committee machinery has failed scottish | teachers | pupils and parents and calls |
committee machinery has failed scottish | teachers | pupils and parents and calls |
his expertise all head teachers | teachers | pupils and subjects who agreed |
lending his expertise all head | teachers | teachers pupils and subjects who |
some of the pupils and | teachers | that are involved in that |
for pupils but particularly for | teachers | that reduction will be crucial |
can tell parents pupils and | teachers | that there will be no |
the tests he asked the | teachers | to code their pupils on |
features operate in texts enables | teachers | to help pupils focus clearly |
as are the pupils and | teachers | we feel that the results |
concerns of pupils parents and | teachers | we have taken views from |
staff to reduce bureaucracy for | teachers | a significant increase in teachers |
burden i think that all | teachers | and in particular english teachers |
are for the convenience of | teachers | and teachers are under pressure |
asked that question of head | teachers | and teachers in my area |
addressed properly we also expect | teachers | and teachers organisations to input |
the convenience of teachers and | teachers | are under pressure if there |
first in service day fur | teachers | attracted primary teachers the secunt |
and teachers i ask that | teachers | be listened to and kept |
teachers i can remember the | teachers | forcin ye m1015: mmhm m1014: |
view that the sqa blamed | teachers | head teachers or schools although |
teachers a significant increase in | teachers | hours and new flexibility in |
communication between the sqa and | teachers | i ask that teachers be |
the school you know the | teachers | i can remember the teachers |
many teachers today although some | teachers | in britain america and australia |
question of head teachers and | teachers | in my area i heard |
the sqa blamed teachers head | teachers | or schools although a few |
we also expect teachers and | teachers | organisations to input into that |
even the approaches of many | teachers | today although some teachers in |
we re not slaggin off | teachers | we re f833: teachers yeah |
had well you d have | teachers | who were particular teachers who |
have teachers who were particular | teachers | who who you know went |
teachers and in particular english | teachers | would agree that the burden |
off teachers we re f833: | teachers | yeah [laugh] f835: just speakin |
readable for candidates parents class | teachers | and lawyers some trust must |
partnership with education authorities schools | teachers | and parents in raising attainment |
partnership with education authorities schools | teachers | and parents in raising attainment |
devolution of decision making to | teachers | and parents should be the |
to local councils school boards | teachers | and parents to check the |
we making sure that parents | teachers | and young people are fully |
disappointing their parents and their | teachers | are concerned and regardless of |
services school children parents and | teachers | being called to put up |
breadth into the abyssal sea | teachers | doctors shopkeepers parents grandparents people |
have very good communication with | teachers | my parents as i said |
are god bless them head | teachers | parents know us have worked |
offers teacher training to gaelic | teachers | along with lews castle college |
more in service training for | teachers | and emphasis on scots through |
examine thoroughly ite for language | teachers | and language training for primary |
ensure that sen training for | teachers | in mainstream education is available |
training is currently available for | teachers | in the light of the |
of the training programme for | teachers | mr monteith i have no |
more in service training for | teachers | on the languages of scotland |
information technology training for all | teachers | s1w 1938 mike watson to |
all the teacher trainers training | teachers | that came into our place |
and multilingualism provide training for | teachers | through cpd training and initial |
probationary and training system for | teachers | throughout their lives new standards |
on additional training for primary | teachers | with little facility to fund |
in primary schools whereas primary | teachers | appear generally to have welcomed |
suggest that when primary school | teachers | are preparing to teach sex |
around 110 gaelic medium primary | teachers | are required over the next |
kensaleyre [inhale] both my primary | teachers | ehm would have had gaelic |
total number of primary school | teachers | employed in each of the |
be familiar to all primary | teachers | in developing the aural oral |
we would think the primary | teachers | particularly well placed to do |
of the total number of | teachers | registered to teach in primary |
the number of primary school | teachers | s1o 2763 13 mr jamie |
mean you idolised your primary | teachers | they were just like you |
how many special educational needs | teachers | were employed in state primary |
but particularly to the primary | teachers | who are currently having to |
the terms and conditions for | teachers | as agreed under the mccrone |
to reaching a settlement for | teachers | pay and conditions and calls |
to reaching a settlement for | teachers | pay and conditions and calls |
the committee of inquiry into | teachers | pay and conditions of service |
settlement in the dispute over | teachers | pay and conditions s1o 267 |
inquiry into the future of | teachers | pay and conditions will consider |
pay and conditions will consider | teachers | workload subject by subject so |
that were identified by individual | teachers | and schools i presume that |
were much more conducive to | teachers | and schools we would not |
years in the basque country | teachers | are taken out of schools |
the sqa blamed schools and | teachers | for failures the second view |
to blame the schools and | teachers | for weaknesses in the sqa |
was an important factor many | teachers | in schools and members of |
would not impact on many | teachers | in schools because they would |
that there was pressure on | teachers | in scottish schools to implement |
pro forma to all head | teachers | of the schools selected for |
internal assessment on young people | teachers | schools and as it turned |
the balance between schools and | teachers | the matters require to be |
to discover whether or not | teachers | were promoting scots in schools |
meet the demand for additional | teachers | is that what the minister |
haud o enough eh gaelic | teachers | to provide adequate eh additional |
area and how many additional | teachers | will be required in each |
for higher still modern languages | teachers | and lecturers are encouraged to |
pay tribute to modern languages | teachers | and people in twinning associations |
both english and modern languages | teachers | employ similar techniques here the |
in this paper modern languages | teachers | may find sections 3 4 |
about them in modern languages | teachers | might contrast the use in |
building english and modern languages | teachers | might usefully consider the similarities |
in the class modern languages | teachers | might usefully use authentic writing |
s something that always worries | teachers | of modern languages am i |
tension that has existed within | teachers | of modern languages when faced |
that modern languages and english | teachers | often use of course these |
enable modern languages and english | teachers | to discuss the strategies and |
review of the pay of | teachers | and academics in further and |
least to the level of | teachers | pay and to provide stable |
fund the mccrone recommendations for | teachers | pay in each year for |
year was never only about | teachers | pay it also involved significant |
of course exceptions for the | teachers | we have the pay review |
to cut class sizes respect | teachers | and improve educational facilities ensuring |
for class i met the | teachers | coming out of mti and |
a thousand students and their | teachers | in earlier years when class |
have to check with class | teachers | on the exact status of |
and there were difficulties with | teachers | shifting from one class to |
life recruit 3 000 extra | teachers | to reduce class sizes abolish |
or dialect or accents should | teachers | use in class and encourage |
community middle class people including | teachers | who have grown up in |
soon every readin class the | teachers | would get that fed up |
science as requiring gaelic medium | teachers | 5 gaelic is a priority |
the supply of gaelic medium | teachers | and current scottish executive policy |
to start looking for gaelic | teachers | and sometimes there aren t |
that around 40 gaelic medium | teachers | are needed over the next |
also specified that gaelic medium | teachers | are required for geography history |
increase the number of gaelic | teachers | by 140 over a seven |
the number of gaelic medium | teachers | by 150 in the next |
the current shortage of gaelic | teachers | further notes the continuing shortage |
in having two gaelic speaking | teachers | in day school which i |
of obtaining a qualification as | teachers | of gaelic or through the |
shortage of fully qualified gaelic | teachers | s1w 9161 fergus ewing to |
ye know because the gaelic | teachers | that there s available in |
future requirement for gaelic medium | teachers | the executive asked education authorities |
the requirement for gaelic medium | teachers | the minister for gaelic has |
when we had gaelic speaking | teachers | who would be in as |
from talking to schoolteachers head | teachers | and local authorities i am |
out to the consenting head | teachers | appendix iii 8 thanking them |
prospect of doing so some | teachers | councillors education officials and head |
more budgetary control for head | teachers | give headteachers a place on |
in the north east head | teachers | have defended the occasional introduction |
councillors education officials and head | teachers | have said that they would |
cycle the limited supply of | teachers | for all community languages and |
lesser used languages supply of | teachers | in an exercise to establish |
education well the guide for | teachers | and managers has the scottish |
guidelines health education guide for | teachers | and managers i believe that |
education standards by recruiting more | teachers | and reducing bureaucracy nicol stephen |
and dental checks education more | teachers | and smaller classes a transition |
the sqa and not the | teachers | and the education profession that |
groups which include representatives from | teachers | associations further education education authorities |
the issues of dispute between | teachers | education authorities and the scottish |
sex education at university surely | teachers | must be provided with more |
increase the complement of specialist | teachers | of physical education and music |
and delivery of education by | teachers | throughout the education system ian |
cent lower than that of | teachers | when nurses are in education |
for education authorities and busy | teachers | who are under pressure the |
education but we know that | teachers | will take differing approaches to |
how many of their english | teachers | adhered to that scottish rhetorical |
in writing now most english | teachers | either introduce the features followed |
english two three werdz some | teachers | have opted out others have |
continuous english that led most | teachers | in england and rather later |
would surely be damaging for | teachers | in english departments to be |
effective learning here but english | teachers | must also bring life to |
s aims and practice scottish | teachers | of english do share a |
is puttin a pressure on | teachers | of english to provide all |
of faith to which most | teachers | of english will subscribe they |
literary emphasis valued by school | teachers | of higher english where depth |
provide some information for english | teachers | on a sometimes problematic issue |
the choice determined by individual | teachers | or departments when higher english |
quintessential english groins railwaymen traders | teachers | squires with faces that king |
speaking english because all the | teachers | there will speak english when |
me i mean all our | teachers | weren t english they were |
self correct as required english | teachers | will recognise connections here with |
m608: [laugh] f638: from the | teachers | at the school even the |
school and two of the | teachers | had stayed with him for |
to date put in by | teachers | headteachers and school office staff |
to be the sunday school | teachers | here they hae they hae |
the amount of bureaucracy confronting | teachers | in school scrap the current |
scots school dictionary tae the | teachers | involved the certeeficates an stw |
services of three sunday school | teachers | miss betsy johnston dencroft cottage |
that i think the school | teachers | should be able to spaek |
the school years b supporting | teachers | to make sound judgements about |
should be negotiated by school | teachers | university academics and representatives from |
the local school board many | teachers | were represented they too gave |
with links to resources that | teachers | can use during this time |
sharpens this process of discussion | teachers | can use examples of previous |
be of use of course | teachers | do not have to pick |
which genre these come from | teachers | may begin to use this |
for auxiliary and suggests that | teachers | may wish to use starter |
provide support and advice to | teachers | on how to use those |
a very clear introduction for | teachers | on the use of writing |
m865: you could say that | teachers | should use and encourage the |
on eh i mean that | teachers | should use the the local |
you or you know future | teachers | to use dialect u1028: [inaudible] |
those resources are for the | teachers | use to inform them before |
accent i should say that | teachers | use what language should they |
5 14 national tests giving | teachers | and children more time to |
guidance of children to other | teachers | but to children i can |
package in educating our children | teachers | have a key role in |
one genre into another some | teachers | involve children in producing a |
intention is to offer all | teachers | involved in children s language |
of their ability children and | teachers | must have access to the |
regarding the number of specialist | teachers | of deaf children currently employed |
or more children and two | teachers | patchy attainment and the hiring |
out for the signs as | teachers | should know their children but |
our own staff and the | teachers | who came with the children |
engaging the children and their | teachers | with europe and european issues |
children can be the best | teachers | young bilingual learners develop the |
the stress levels that many | teachers | face what priority is being |
99 not only were many | teachers | from outwith the local area |
the scottish executive how many | teachers | have been dismissed in scotland |
scottish executive how many qualified | teachers | of a latin and b |
real dilemma here as many | teachers | prefer to have a systematic |
discuss such matters yet many | teachers | still prefer the support of |
a strong feeling among many | teachers | that they were excluded from |
teaching methodology used by many | teachers | this was a criticism also |
attitude of many generations of | teachers | to local scots speech means |
1 march 2001 how many | teachers | took part in the new |
the scottish executive how many | teachers | were employed in the north |
continue for another year many | teachers | were under a huge amount |
creates a tension for many | teachers | who feel obliged to discourage |
re not most of the | teachers | are within glasgow who work |
going to steal all our | teachers | but we re not most |
case with most subjects most | teachers | have access to more information |
basis for instruction furthermore most | teachers | in scotland are not native |
as the norm while most | teachers | nowadays may not see the |
i think some of the | teachers | also take aspects of personal |
are useful because they inform | teachers | and give some factual information |
has been unacceptable to some | teachers | but at least it has |
some public forum in which | teachers | can discuss such issues the |
in individual classrooms in which | teachers | had some autonomy and in |
still even within the programme | teachers | had some freedom but we |
could handle it george macbride | teachers | handled it at some cost |
in some sense but the | teachers | has tae ken whit they |
i briefly met some other | teachers | in the stylistics dept all |
some assurance that all probationer | teachers | including last year s probationers |
it works very good some | teachers | intuitively develop excellent techniques through |
some of them were retired | teachers | m608: mmhm m636: eh or |
common themes have allowed some | teachers | recently to stretch more able |
if you don t give | teachers | some kinna resource then m741: |
would be in as relief | teachers | some of them from tiree |
has on the minds of | teachers | some of whom are young |
at steel and alloys some | teachers | tania valery boris have been |
some kind of resource for | teachers | the other thing is that |
some very clever er er | teachers | there actual artists and er |
scotvec provided there are some | teachers | who do not think as |
i was approached by some | teachers | who want me to join |
kind and pleasant but some | teachers | wish to have nothing to |
unit assessments and final exams | teachers | also carry out assessments to |
presentation practice open ended communication | teachers | also consider how the four |
half way through the punishment | teachers | also had a long wooden |
gives a sufficient detail to | teachers | but are al- but also |
train inside the desk etc | teachers | could also provide further practice |
we ve also had er | teachers | taking er parent classes in |
on the enthusiasm of the | teachers | there is also an issue |
mix of all the different | teachers | accents or is that more |
promote better health recruit more | teachers | and cut crime people can |
support steps to recruit more | teachers | and interpreters of british sign |
more classroom assistants to give | teachers | extra support in the classroom |
not exist for scotvec because | teachers | had much more limited involvement |
sqa more than they trusted | teachers | is important that view arises |
you re talkin about making | teachers | more aware of scots that |
the next four years give | teachers | more time to teach and |
more pressure is put on | teachers | of that subject than on |
pat cairns i think that | teachers | are confident in their estimation |
be brainstorming sessions in which | teachers | are encouraged to share their |
their posts so that new | teachers | can be brought in during |
attitudes to language learning which | teachers | could reinforce in their different |
leavers will be inviting their | teachers | date of next meeting tuesday |
their ain fowk frae their | teachers | frae aabody ower the age |
work that they and their | teachers | have done to meet their |
confusion to them and their | teachers | however we must be ready |
their interests to have stressed | teachers | i hope that i have |
suitable they are not just | teachers | resources their nature is that |
draw upon shared experiences of | teachers | students and their families or |
with fifth year students their | teachers | taking notes at the back |
to seek reassurance from their | teachers | that takes us back to |
their difficulties in developing calp | teachers | therefore need to be particularly |
with their colleagues and principal | teachers | who then might have to |
hours and hours i had | teachers | who worked through their lunch |
ehm okay ehm what about | teachers | eh what language or dialect |
and a couple of language | teachers | from rostov on don sasha |
a different form of language | teachers | may say things like do |
of teaching knowledge about language | teachers | often ask when should this |
own language and obviously bilingual | teachers | or classroom assistants can aid |
cycle the limitit supply o | teachers | for aw community leids an |
community centres an siller for | teachers | salaries aroon 500 learners is |
community centres and payment for | teachers | salaries there are approximately 500 |
who have disciplinary procedures for | teachers | and promoted teaching staff that |
colleagues here who are practising | teachers | and therefore know what is |
can make a difference to | teachers | who are already in the |
as we do not have | teachers | who learn to teach sex |
offering a terrible warning to | teachers | who pontificate on burns burns |
the red wine drinking art | teachers | who turned up at the |
bring that aboot eh whaur | teachers | can speak scots eh quite |
gey sma number o charismatic | teachers | eh like fowk like matthew |
seen ye know reaction fae | teachers | eh quite adverse to the |
okay ehm what about the | teachers | eh which accent i should |
and ye started getting different | teachers | for arithmetic and eh different |
higher eh there are three | teachers | in hillpark er but i |
i was eh makin the | teachers | tea i mean it s |
m608: mmhm m636: eh or | teachers | that had left the profession |
a teachin or eh six | teachers | there s only two shetlanders |
because eh all the male | teachers | were away to war m608: |
and eh and retired female | teachers | were drafted in to take |
the the bringin through o | teachers | wi the skills necessar eh |
i can remember having female | teachers | all through our schooling aged |
and sentences and through which | teachers | can introduce and reinforce the |
1 and intermediate 2 as | teachers | we knew through resubmission and |
still they were not the | teachers | and the professionals made sure |
control we had to recruit | teachers | and there were copyright issues |
told him we were actually | teachers | bet you ll be going |
miss gardon they were great | teachers | may and i are keeping |
like y- all the young | teachers | that came in they were |
mean it s amazin the | teachers | that were left handed m608: |
of members the fact that | teachers | views were neglected is an |
difficulties existed amongst the subjects | teachers | were asked to note rd1 |
was to be encouraged consequently | teachers | were careful to avoid attempts |
in the late 1980s when | teachers | were coming to grips with |
union and other unions that | teachers | were continuing to raise concerns |
stayed away and as the | teachers | were drifting off like the |
and us at mongoldrum the | teachers | were miss archibald from cluseburn |
can be said that the | teachers | were not committed to the |
we welcomed the fact that | teachers | were not put under pressure |
and the m811: [cracks knuckles] f812: | teachers | were really really f814: ah |
80 kopecks only last week | teachers | were sceptical about this happening |
tables and do mental arithmetic | teachers | were very strict and often |
were affected every aspect of | teachers | work was affected by the |
the you know and the | teachers | are aw scared to take |
my memory as far as | teachers | are concerned cause she was |
the right of every learner | teachers | are encouraged to point out |
the stagnation period but the | teachers | are keen to change it |
see that maths and physics | teachers | are not considered to be |
a place in the curriculum | teachers | are requested to pick the |
one day we re going | teachers | are that are teaching our |
the standard grades or because | teachers | are under pressure to estimate |
have not recovered additionally when | teachers | are under the administrative pressures |
accurately for the revised highers | teachers | estimates are not as good |
must remember that we are | teachers | first and trade union associates |
we wanted to clarify for | teachers | here are the the realistic |
decisions are made without involving | teachers | in much of the detailed |
a probationary year under the | teachers | induction scheme are able to |
to ensure that allegations against | teachers | of physical violence are handled |
reasons for this focus by | teachers | on texts are a to |
filled these are not even | teachers | sometimes you know they re |
to make widespread impact when | teachers | time and energies are already |
because two of them are | teachers | too and cannot afford tradesmen |
local agreements between management and | teachers | unions are now in place |
mair in service trainin for | teachers | an emphasis on scots throu |
i m aye welcomed bi | teachers | because scots can be cross |
in scots fit incentives dae | teachers | hae tae promote scots dis |
to be atypical among university | teachers | involved in courses in scots |
over the year develop the | teachers | skills with scots and cathrin |
in that fewer and fewer | teachers | may be sufficiently familiar with |
it may be beneficial for | teachers | to draw upon grammatical terminology |
it because my em my | teachers | didn t didn t regard |
rely on them strongly because | teachers | have become excellent at estimating |
clearly disagreed and argued that | teachers | as employees should implement it |
advised that the help of | teachers | should be requested in the |
resources must be provided for | teachers | such a curriculum should be |
respond to the need for | teachers | able to teach in the |
any existing temporary contracts for | teachers | already in post s1o 4901 |
haes been arranged for the | teachers | an thair faimlies masha ah |
s a bittie frae the | teachers | and carers notes for the |
ministers and priests for our | teachers | and lawyers for our doctors |
was speeded up by lowland | teachers | and ministers for example and |
as that causes problems for | teachers | and young people a considerable |
pe 233 by the technology | teachers | association calling for the scottish |
sccc 1988 and the nls | teachers | booklet reading and writing for |
three i think including one | teachers | buffet one small buffet for |
as a starting point for | teachers | discussions the rest of the |
we we started getting real | teachers | for the first time m608: |
for the institute however the | teachers | from the stylistics dept numbered |
the scottish negotiating committee for | teachers | give opportunities for greater innovation |
is as a resource for | teachers | however it is clear when |
extended grc for speaking assist | teachers | in allocating the performance to |
end existing temporary contracts for | teachers | in order to finance one |
alang wi siller for trainin | teachers | in the leid three the |
dark for hoors wi the | teachers | makin us sing ten green |
for him to lip read | teachers | of the deaf require no |
out to make room for | teachers | on the induction scheme it |
qualify for the computers for | teachers | scheme s1w 3433 mr brian |
this bit here for your | teachers | so the book i chose |
various recently published materials for | teachers | such as the sccc booklet |
to this dilemma is for | teachers | to develop a bidialectal approach |
will be up there for | teachers | to look at to comment |
s deferment for certain subjects | teachers | unions asked for the same |
t we lucky with our | teachers | at [censored: placename] such an interest |
and ehm one of our | teachers | the a science teacher was |
signs of abuse and warning | teachers | about what to look out |
it seemed to suit the | teachers | accent you know aye and |
against young people and protects | teachers | against unjustified complaint s1w 28532 |
and erm one of my | teachers | ah was a lady called |
delibarately provocative to scotland s | teachers | and calls upon the scottish |
reach a point at which | teachers | and candidates cannot cope with |
sport or academic pursuits respect | teachers | and cut bureaucracy the mccrone |
yeah mmhm f965: trained as | teachers | and i am absolutely filled |
teacher one of my old | teachers | and i remember speaking to |
in the satisfactory category encourages | teachers | and lecturers to assess performances |
hear and consider grievances against | teachers | and promoted staff and where |
getting so much thinner both | teachers | and students spend a lot |
vocabulary games exercises to the | teachers | and then wandered along to |
blue black ink and iron | teachers | and thick leather belts it |
scottish accents to the stylistics | teachers | and we actually got them |
that it was not good | teachers | and whole departments have stressed |
really suggesting that with the | teachers | and with sutherland that is |
really suggesting that with the | teachers | and with the sutherland report |
that i will listen to | teachers | and young people he knows |
data in various formats and | teachers | at all levels would have |
and dad [watering running] wi the | teachers | at playschool you baked m1108: |
collection of students and or | teachers | averaging about 30 but on |
the milk f812: and the | teachers | buggered off and f813: machine |
that at all f813: and | teachers | but i mean like one |
purpose of motivating youngsters and | teachers | but it has transpired that |
opinion that the views of | teachers | could be neglected and discounted |
of assessment on candidates and | teachers | could be sufficiently reduced without |
say in your submission that | teachers | could handle it and that |
the teaching unions and the | teachers | delivered of course the fact |
you say that to your | teachers | do you remember and say |
standards and dedication of scottish | teachers | endorses the executive s commitment |
standards and dedication of scottish | teachers | endorses the executive s commitment |
enjoy learning and th- the | teachers | enjoy delivering and i think |
and i tell tell the | teachers | f1095: fa did you tell |
schoolmasters and union of women | teachers | george macbride educational institute of |
work load on candidates and | teachers | i am determined to ensure |
schoolmasters and union of women | teachers | i do not disagree with |
staff and questionnaires returned by | teachers | in post show that upper |
and luived awreadie maistlie by | teachers | in scotlan as a succinct |
disruptive behaviour and bullying supporting | teachers | in tackling discipline problems protecting |
will continue to listen to | teachers | lecturers and the management in |
page it was suggested that | teachers | might discuss different cultures and |
and a further decline in | teachers | morale considers that the defects |
this is backit up wi | teachers | notes and reference material on |
so on and from the | teachers | point of view assessment bank |
appendix iii 9 enclosed the | teachers | questionnaire was brief and straightforward |
the professionalism and commitment of | teachers | recognises the high standards and |
the professionalism and commitment of | teachers | recognises the high standards and |
and i remember s- know | teachers | saying there s almost a |
and i have and other | teachers | tell us but there s |
prepared today to allow the | teachers | to ask questions and after |
and support materials to help | teachers | to minimise the work that |
inquiry established by cosla and | teachers | unions in 1997 to look |
sitting up the side the | teachers | up the side and he |
like like one of my | teachers | was ill or somethin and |
attainment and the hiring of | teachers | without proper qualifications to meet |
not fit all however when | teachers | have said that we have |
see we had loads of | teachers | like that like y- all |
like all these f814: re | teachers | tend to be a bit |
mccrone settlement which guaranteed new | teachers | a probationary year s work |
retain high quality staff enable | teachers | to work to maximum effect |
up tea- the words the | teachers | have got yes uh huh |
closely at the senior stages | teachers | have of course used a |
family we ve got art | teachers | in an the kids have |
on the commitment of individual | teachers | in the west there have |
f1095: you div cause your | teachers | tell you you have to |
investigation 11 00 cathy peattie | teachers | that i have spoken to |
representations have been received from | teachers | unions urging the ending of |
committed members have been scottish | teachers | whom christopher north speaking of |
in britain before considering what | teachers | can do about this problem |
can do that with any | teachers | i don t think age |
each classroom biggit wide far | teachers | on supply can hide echo |
lanie way f1095: did your | teachers | ask if your nose was |
carefully did you tell your | teachers | at the playgroup that you |
together well i think your | teachers | ll like that drawing that |
take this back to your | teachers | m1096: that f1095: [inaudible] it |
m1096: [child noise] f1095: did your | teachers | nae tell you to take |
i m gonna tell your | teachers | the morning at playgroup that |
mm f965: remember your childhood | teachers | very clearly f963: oh very |
mrs [censored: surname] they re nice | teachers | aren t they i think |
like f812: do you think | teachers | do get embarrassed though cause |
mmhm f1023: i think the | teachers | long ago def- well f1025: |
good see when you see | teachers | now like i was at |
is another issue about when | teachers | wanted the material in relation |
although often later than when | teachers | wanted them however there is |
tea with one of her | teachers | but there was a misunderstanding |
further notes that warnings from | teachers | earlier this year with regard |
getting a raw deal with | teachers | going on strike not the |
was he baking with the | teachers | the other day aye m1108: |
to reaching a settlement with | teachers | to abandon its proposals to |
is not the fault of | teachers | but a fault of curriculum |
ll manage to unthaw these | teachers | but not today i hung |
had a fair input from | teachers | if we had not had |
it is up to individual | teachers | so he is not in |
i talked to the phonetics | teachers | about discourse intonation yesterday they |
of these exercises to the | teachers | afterwards i worked my way |
is in place to raise | teachers | awareness of epilepsy s1o 3200 |
then the m608: mmhm m635: | teachers | began to drift back from |
f812: yeah a lot of | teachers | didn t go to f813: |
guidance is being given to | teachers | dorothy grace elder glasgow snp |
kind of stuff which the | teachers | hate to teach you know |
unsolicited scripts being sent to | teachers | i am interested in exploring |
key thing is to hae | teachers | i mean even if it |
i m going to show | teachers | my penny f1095: well but |
attainment provides interesting feedback to | teachers | on the standards of reading |
deployed in support of other | teachers | rather than exclusively to reduce |
but in upper deeside local | teachers | seem to be trying to |
will be handled knowledgeably by | teachers | so as to meet individual |
operation those arrangements would allow | teachers | to ease out of full |
to be done to influence | teachers | to get them to encourage |
8 point questionnaire to participating | teachers | to pinpoint the resources available |
the first time it encourages | teachers | to undertake a substantial study |
prevalent pessimism at the moment | teachers | want scripts to be returned |
the sorts of things that | teachers | would like to make up |
date to one of the | teachers | yesterday it was a really |
reach a point at which | teachers | cannot cope cathy jamieson i |
successfully from informational texts involves | teachers | in providing strategies which enable |
skills m741: mmhm m605: which | teachers | of m- almost any humanities |
is about the influence on | teachers | of such material which is |
a lot of the time | teachers | didn t know stuff they |
was no business of the | teachers | f963: right f965: you know |
scottish executive the supply of | teachers | june 2001 6 shefc circ |
frae then on the scottish | teachers | that cuidna ban burns cause |
standard grade systems among scottish | teachers | there is very strong loyalty |
will increase the number of | teachers | by 3 000 above existing |
like sixteen one of the | teachers | did you f814: yeah he |
the new exams was that | teachers | fears about a range of |
ending of automatic suspension of | teachers | following misconduct allegations s1o 6364 |
of improving the expertise of | teachers | from the first it insisted |
what the age profile of | teachers | in scotland is by a |
enshrined in the pronouncements of | teachers | or written in books or |
attended his analysis of the | teachers | questionnaire showed a disappointing lack |
despite the claims of the | teachers | rather they teach an institutionally |
august 1999 by scotland s | teachers | recognises the validity of the |
there was talk of delay | teachers | said that they would do |
by the association of university | teachers | that a system of independent |
by an amateur company of | teachers | this took place in a |
one o my home economics | teachers | no but she had ehm |
thae prizes bi giein the | teachers | that taen pairt in the |
hmi in the sqml report | teachers | too often relied on the |
you get erm n-n- nomadic | teachers | what s the other word |
will be wycely haunled by | teachers | sae as tae meet individual |
no f1095: no m1096: the | teachers | help me f1095: do they |
be actively seekin feedback frae | teachers | on the yissfaeness o this |
aimed fur gin it s | teachers | they ll be sikkin information |
translation awa fae the bairns | teachers | reference only div they get |
programme says they want university | teachers | there i wish i could |
despite d claims o d | teachers | but reider we wir bein |
ve got good reputations as | teachers | m741: mmhm m605: but that |
age reenges ay an the | teachers | as weel mebbe ye ll |
as the doctor an his | teachers | hud used it the scuil |
f1049: [laugh] that was the | teachers | [laugh] m1048: [laugh] f1049: what |
smart arsed wee bastard you | teachers | never appreciated that oh believe |
dailt wi the local schuil | teachers | anenst the teachin o thair |
bit maybe it s the | teachers | at need the translation sic |
got on jist fine the | teachers | got on wi teachin us |
tricked yin o the male | teachers | intae it it the christmas |
ah m wi the ither | teachers | ma man s freins it |
the biddies on the staff | teachers | och beyond the rest the |
mrs greig s house again | teachers | over the years [note: list of teachers' names] [note: photo: 'the earliest arbuthnott school photograph we have; taken in 1909. the only pupils recognised are leslie mitchell (fourth from the left in the back row) and chris queen (sixth girl from the left in middle row).'] |
fae e university ere eir | teachers | an half a dizzen fowk |
olga s aye at sum | teachers | conference an irena is at |
wye bookies doctors bus drivers | teachers | i dinna ken fa a |
efter me jist fine especially | teachers | you ve nae idea fit |