learner造句
91. An experienced nurse should demonstrate a new nursing skill before the learner attempts it herself.
92. The resource person, standing behind the learner, supplies the translation, which the student repeats.
93. But there is a great deal more to teaching the special learner successfully than just having faith, hope, and courage.
94. The learner is lost, and the educational designer can not meaningfully map out the routes associated with a big bucket.
95. The autonomous learner lacking particular knowledge knows how to acquire that knowledge.
96. The ward sister and trained staff on the other hand may have forgotten the small incidents which cause anxiety in the learner.
97. Community aspects of care must also be included, so that the learner understands the importance of both hospital and home.
98. In dealing with the special learner, seeing the materials to be used is a necessity.
99. In this respect learner errors which reveal first language influence are the natural reflex of procedures of meaning negotiation.
100. The first two chapters describe activities which will help overcome problems such as learner resistance.
101. Other information which should be readily available to the learner includes nursing records.
102. The teacher was then taken into another room and shown an apparatus which could deliver electric shocks to the learner.
103. Refining, narrowing, focusing, and applying are all words that are key to teaching the limited special learner.
104. The learner is enabled to edit and modify text in the same way, say, as an adult journalist would.
105. The protection of Weymouth harbour provides ideal conditions for the learner and the more experienced.
106. Because of the specialist nature of most wards, some skills will be practised by the learner only during that one allocation.
107. Lack of support during previous clinical experience may have sapped the confidence of the learner.
108. Inevitably, the special learner will have experienced more than the usual measure of frustration and failure in trying to learn.
109. The learner is allocated to the ward for such a short period that every learning opportunity must be exploited to the full.
110. Underlying the sequence is a view of the learner as a relatively passive recipient of instruction.
111. The active participation of the learner should be encouraged as this will lead to improved confidence and a sense of responsibility.
112. The learner, however, is still frequently confronted by the unfamiliar.
113. The ward teaching programme can be explained, and the learner shown the ward learning resources.
114. Their value for a language learner is that they contain all kinds of examples of people communicating.
115. The learner works closely with her instructor while carrying out nursing care.
116. The learner should have the opportunity to participate in ward rounds and case conferences relating to patients in her care.
117. In practice, the line between the teacher and the learner will repeatedly be obscured.
118. To help the learner, complex examples should be reduced to the essential characteristics and differences emphasised.
119. Lessons must be designed soas to prevent the learner making mistakes.
120. At the end of each chapter there is a series of exercises designed to help the learner.
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