Sentences with phrase «because classroom community»

Because classroom community is differentiating for each child, just like we do anyway.

Not exact matches

Because of the need to give a variety of students a general science education, a community college's resources and facilities typically are dedicated to classroom - based teaching and laboratory courses.

«At this point, I can't see starting the classroom day any other way,» says Henry, an 11 - year teaching veteran who has been holding Morning Meeting for seven years and likes it because it builds a sense of community and lets students know they're important, which leads to trust and a sense of safety that promotes classroom success.

But, what I worry about is that because teachers are so dedicated and pulling off daily miracles in the classroom, districts, community leaders, and politician may be pushing too hard for the full - inclusion model thinking that the teachers will just have to figure it out.

And those efficiencies are even more poignant in the gifted community, I think, just because you can achieve efficiencies of scale more easily online than in a physical classroom.

He writes: «I don't know if it's because we're a minority as a community or maybe because of our location, but I really feel that school supplies such as computers, classrooms, even pencils and paper should be equally distributed to all schools no matter the district or location.

This affirms that a classroom is a community of learners and validates participation because it does so much more than answer a question — it helps others understand more deeply.

Because making, producing, experimenting, designing and building are ever - present — physically and online, in and outside of the classroom — resources for making should be distributed throughout the school, home and community settings.

The model was developed for rural schools because Colbert and her cofounders recognized that children in these communities have unique circumstances surrounding their schooling, such as the need to leave school during harvest season to work the family farm or single - classroom schools that serve many grade levels at once.

Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place... [W] e need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life.

Because learning happens 24/7 year around, families and communities play an important role in extending the school day, reinforcing what's learned in the classroom and opening up additional opportunities, through formal and informal activities.

Because we also believe it's important to take kindness outside the school gate to include people in a child's social network and emphasis that it's not just a school project but a way of life, we created our lessons and activities for the classroom, home and community.

Because our members prepare future leaders for schools and school systems, our community extends into districts, schools, and classrooms — the very spaces where children learn and grow.

Because of these factors, the typical readiness definition provides little or no guidance about how to resolve differences that are found among communities, schools, or even classrooms.

Classroom discussion is an important teaching strategy because of its relation to the development of participatory citizenship, critical thinking, and classroom community (Engel & Ochoa, 1988; Parker, 1996; Weikel, 1994).

Students are opting out, primarily because of community, parent, and student concerns about the types of tests being administered, the length and number of the tests administered, the time that testing and testing preparation takes away from classroom instruction, and the like.

Most of the work in classrooms is governed by collective bargaining agreements (which are negotiated in secret) and by state laws (which, while technically democratic, doesn't actually work because of the greater influence of teachers unions and school boards over that of parents and community members).

All of my responsibilities — meeting the needs of the parent community, supporting students, serving as the instructional leader, taking care of building management — were left to flounder because my primary concern was making sure one classroom was safe and functional.

Because teachers rarely trust new strategies before seeing them work in classrooms (Cuban, 2001; Lortie, 2002) and because teachers often lack an infrastructure with which to build thoughtful communities (Thomas, Wineburg, Grossman, Myhre, & Woolworth, 1998), developing their professional teaching knowledge can prove logistically challBecause teachers rarely trust new strategies before seeing them work in classrooms (Cuban, 2001; Lortie, 2002) and because teachers often lack an infrastructure with which to build thoughtful communities (Thomas, Wineburg, Grossman, Myhre, & Woolworth, 1998), developing their professional teaching knowledge can prove logistically challbecause teachers often lack an infrastructure with which to build thoughtful communities (Thomas, Wineburg, Grossman, Myhre, & Woolworth, 1998), developing their professional teaching knowledge can prove logistically challenging.

They leverage additional volunteers and community organizations to support students who are at - risk for failing school because of truancy, classroom behavior problems, or poor course performance.

«Now, these are not occasions where everyone sits around and sings kumbaya — the results have shown that even taking a small amount of time to have community discussions on classroom management and discipline has led to increased test scores, because students are comfortable and better adept at learning when they are supported with positive energy.»

Creating a Reflective and Respectful Community of Learners Because this lesson asks students to consider facets of their identities that may feel personal to them, it is important that your classroom is one that fosters mutual respect and an appreciation for different points of views and values.

According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the teacher workforce,» with minority teachers» strongest complaints related not to being concentrated in urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»

Because of how busy Dickinson and the surrounding communities have become, we knew that it was mandatory to create a classroom location in the area, hence Comedy Driving, Inc..

E - Learning, on the other hand, is more akin to the classroom experience because it involves students working together synchronously and asynchronously, learning and sharing experiences as part of an online community of learners.