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 |
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