Sentences with phrase «do teacher expectations»

Not exact matches

After months at home, it's easy to see why kids may be reluctant or bummed about switching back to a school setting, where they may have new classmates and a teacher they don't know and they have to meet expectations.

«Even if they don't know the different philosophies by name, just read through it because it's going to give insight into how teachers are interacting with your child, how they will discipline your child, what their expectations are, how the day is structured, everything.

Since then, Nicky Morgan has done all that she can to placate teachers on the verge of further strikes by asking Ofsted to release clear expectations on workload.

- Noelia F. «This 200 hr Yoga Teacher Training course is one of the best things I have ever done - it exceeded my expectations by a wide margin on many levels and I recommend it to ANYONE!!

Luckily, there are things that classroom teachers can do to raise expectations for all of their students and to create a climate where difference isn't just tolerated but valued.

A good place to start preventing and managing stress in schools is to: • accept that work - related stress might be a problem for employees • understand what work - related stress is as well as the relationship between work and home stress • listen to employees and take action on findings • set expectations with staff so they understand what can and can not be done for them • make time to tackle stress properly — try using the HSE's stress management tool (available from www.hse.gov.uk/stressstandards/) • ensure staff are aware of available support should they experience work - related stress (e.g. teacher support network: www.teachersupport.info).

How do our teachers get compensated for their time and efforts so that this does not become yet another past practice expectation of donated efforts?

«I had expectations of what the parents were supposed to do,» says Melissa Bryant, a math teacher and dean of students at D.C. Scholars Stanton Elementary, a novel partnership between the Washington, D.C., public schools and Scholar Academies, a charter operator.

When Duryeas teachers sat down to develop their school - wide PBIS expectations, they looked at research that showed how students who do the right thing 80 percent of the time are only noticed or rewarded 1 percent of the time.

How does the facilitation of the QFT change some traditional expectations of teacher and student roles in learning?

Teachers using the Responsive Classroom approach do not assume that children know or will carry over expectations from year to year.

And do some teachers inadvertently adjust their expectations based on a student's race?

But I never told them what to do if teachers held low expectations for them or what to do when stuck in a failing school.

Teachers (on the whole) can't do what is asked of them, especially as expectations increase.

And expectations matter — having a teacher who expects a student to complete a four - year college degree increases the likelihood that the student actually goes on to do so.

«My non-primary responsibilities — but school expectations — are to be available if anything goes wrong,» Wagner added, «and to not cringe when teachers say «How do I do this?»

The teacher's assertiveness and clear expectations for all students might be viewed as strength, however, criticisms of the model include that it does not promote a sense of democracy, allowing students to take ownership of their own behavior and learning (e.g., students creating class rules together).

Most teachers, if they plan for that establishment phase with positive core routines, thoughtful behaviour expectations published in a user - friendly and age appropriate way — and positively, you know not «don't call out» or «don't talk while the teacher is talking» but positively «hands up without calling out» rather than «don't call out», «facing the front and listening» rather than «don't talk while the teacher's trying to teach».

However the point is taken that opportunities to reinforce teachers expectations both in an out of the classroom either on the way to class or the staff room, moving from site to site around the school and the nature of playground duty, does provide lots of opportunites to reinforce and reward expectations around behaviour.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

Right now, teacher observations are done by the local principal, who may have different expectations in high and low - income schools.

She said: «I can't say definitely based on my research but we do know that teacher expectation and assessments can have a longterm effect on pupil progress, because it can affect their interaction, in terms of the groups they are put in... If you are an average - scoring boy from a lower income family, or an average - scoring girl in maths, and you are placed in a lower set then that is going to potentially depress your longterm trajectory.»

«One of the most amazing gifts of doing this Global Art Project is the joy of seeing children unencumbered from expectations that there will be only differences or only similarities with people and places new to them,» says teacher Kristi Rennebohm Franz, who helped create the Global Art Project for the International Education and Resource Network — better known as iEARN.

While they are interpreted differently according to the context or experience of the teacher concerned, they do prescribe a set of expectations which all teachers must meet at a level appropriate to their phase of development.

Q: How does the practice of leadership raise teachers» expectations and increase their sense of responsibility of student achievement?

In doing so, our key assumption is that these factors do play a role in shaping teachers» expectations about their students but don't otherwise affect the student's likelihood of completing college.

Minority students have high expectations for their future, but many of their teachers and principals don't share that view, concludes a report released last week.

The promise and potential of standards - and accountability - driven reform is that, by setting clear and rigorous expectations for what students should know and be able to do, teachers can better prepare students for the more advanced work that they will be asked to do in later grades, in college, and beyond.

Do teachers have similar expectations from society and for themselves?

The schools» peer culture likely has some influence on their pupils, too, as do high teacher expectations.

More troublingly, we also find that white teachers, who comprise the vast majority of American educators, have far lower expectations for black students than they do for similarly situated white students.

«Students who want to do well in school have a high interest in teachers» expectations, and adolescents, in general, are very interested in how they are viewed by their peers,» he says.

To what extent does the gap in teacher expectations reflect real differences in the objective probability of college completion?

While most teachers believe in the importance of holding high expectations for students, many appear to fall short of doing so in practice, according to a new nationwide survey of educators.

Teachers do this by setting expectations, facilitating student reflection, and going over the necessary elements of a successful conference.

The new website says that PAR «challenges» most people's expectations about what teachers and principals should do.

So for your social studies teacher who doesn't think being college - ready is right,... I would argue that it is criminal to have low expectations for kids because it guarantees that they won't achieve much of anything.»

The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore in some detail how academic tracking and other more subtle differences in teachers» expectations contribute to a situation where 60 percent of white Berkeley High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.

Higher standards and greater expectations are driving reforms in teacher education across the United States, and more of the 1,200 plus colleges and universities that prepare teachers are doing a better job than they have in the past.

Then that principal retired, we had a new principal come in, who did things very differently and people just transferred out of the school, left right and centre... a lot of it does come from the top, from expectations from the top, and role modelling from the top (teacher).

«I think we give them more autonomy now and mostly they do meet our high expectations and students have really thrived in this environment because the teachers have been willing to allow students that choice and freedom of where and how to work,» Fuller shares.

Yet, we do know that teachers who lack sufficient time with students, and students who spend too much time away from productive learning, are fighting an uphill battle in an environment where we hold increasingly high expectations for our children.

And we do so in the context of increasing demands, including implementation of the Common Core State Standards and growing expectations for teacher evaluation.

When existing research, «warts and all,» does not converge on his expectation that collective bargaining lowers achievement, he writes that off to how difficult it is to empirically disentangle complex causal chains and reasserts his faith that «whether the exact effects of collective bargaining on achievement can be well estimated or not, rules that keep bad teachers in the classrooms are still bad for kids.»

The largest group is those children who will look to their teachers and principals and recognize that they have lower expectations for them than they do for other children.

He did acknowledge, however, that teachers should be aware of curricular alternatives (e.g., instructional materials and programs) that could be used in instruction and that they should tailor the materials to specific students based on relevant attributes such as «conceptions, misconceptions, expectations, motives, difficulties, or strategies» (Shulman, 1987, p. 17).

Experienced practitioners noted that it is important that there are clear and shared expectations with administrators regarding the kind of work that teacher leaders will do, as well as viable opportunities to actually work with colleagues.

How do we nurture advocates of rethinking teacher credentialing, and developing teacher leaders who can facilitate student learning and have high expectations of all students?

When asked what advice to give other schools, a Wheeler teacher exclaimed, «Start out with and keep the expectation that they can do it.

The teachers didn't connect their own low expectations to the low literacy levels in their classrooms.