Sentences with phrase «few teachers want»

Few teachers want to enter a world where they are not valued for what they can contribute.

Not exact matches

So all in all you're going to want to multiply the number of abuse cases by priests by a factor of at least a few hundred to represent the actual risk ratio for spending time with an individual priest vs. a teacher.

At that time, when a teacher wanted to focus his time and energy on a few specially selected students, the teacher would pick only one or two, at the most three students to train.

A few years ago, a young economist at Northwestern University named Kirabo Jackson decided he wanted to investigate the ways we measure the effectiveness of teachers.

The parents (or teacher) identify a few desirable behaviors that they want to encourage in the child — such as asking for a toy instead of grabbing it, or completing a simple task.

Some were redistributed to students who wanted two (often older male athletes), but before he went on a diet, one teacher was known to eat a few extras himself.

Remember that teachers work harder than you might realize, and before you're ready to pick up the phone and give them a piece of your mind or march into the school to correct something they've done, there are a few things they might want you to keep in mind.

«I want to apologise for the inconsistency and problems encountered in crediting the accounts of some primary school teachers, it was after my broadcast few days back that I got a lot of text messages from some teachers that were affected.

The public do not want to see teacher numbers fall, fewer police officers on their streets, or hospitals short - staffed.

The delays in the process, the Daily News reported a few weeks ago, has the greatest effect on the same high - quality new recruits whose jobs Mayor Michael Bloomberg said he wanted to save during this year's fight over how to determine teacher layoffs.

Think about why you want to be a teacher and craft a (very) few evocative paragraphs that describe something specific about your aspirations in a way that illustrates your independent, open, and reflective mind.

Within a few years of doing yoga I felt in the core of my being that I wanted to be a teacher.

Davis, meanwhile, plays Nona, one of the school's few remaining conscientious members of staff, a ground - down teacher who still wants to take pride in her role as an educator, which in the reductive world of this movie makes her the teaching drama equivalent of the «Good German» in an old - school war movie.

The movie adds scenes of Charlie at school with the world's most hilariously British teacher, along with two musical numbers, some television news interstitials, and a few great satirical moments including the invention of a computer which refuses to divulge the location of Wonka's golden tickets because «that would be cheating,» as well as a wife who desperately wants her kidnapped husband's safe return but is torn when the detective informs her the ransom is her case of Wonka bars.

More Tips A few final suggestions for the teacher wanting to learn technology this summer include:

When we look back to the nuns [and teachers] we want to remember that they were working with an «advantage» that doesn't exist now that could get us through a few decades of this schooling system.

Cheating concerns teachers, but few want to speak for publication about specific incidents of dishonesty.

I started my own blog a few years back when I was a teacher and wanted a place to catch my reflections about my work.

Teachers wanted to do the right thing, Lemay says, but most had no experience with transgender students and few had any pre-service training around these issues.

You might also want to browse a few of the gift ideas from Edutopia's 2012 teacher appreciation project, collected below.

This is great for teachers who have access to iPads in a one - to - one environment, who want to create stations with just a few iPads, or who can assign a group of four or five students to a single iPad.

Some teachers may want to add or subtract material to or from the lessons or use fewer than six lessons.

It wants fewer tests but isn't willing to give up on test - based teacher evaluations.

Here are a few teacher resources you might want to check out related to teaching current events.

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

Not enough college students want to teach in big cities, and few education schools focus on preparing teachers for urban classrooms.

Some superintendents want all the parents to be happy, some want achievement to rise dramatically, and some want you to fire a few teachers.»

Policymakers and teachers are caught in a downward cycle where failures in past practice lead to increased external regulation, which in turn makes fewer talented people want to teach in the highest poverty schools, which in turn invites even greater regulation.

They can protest this characterization all they want, but one reason we've heard so much about pre-K in the past few years is that, as far as many reformers were concerned, the big and interesting fights on teacher evaluation had already been won.

Nonetheless, we all want our kids to have at least a few excellent teachers along the way, so it's tempting to buy into hype about value - added measures (VAM) as a way to separate the excellent from the horrifying, or least the better from the worse.

Here's the problem: if the reason can't be disclosed, it was probably soft: the decision - maker didn't «like» the teacher, or simply wanted to exercise managerial power, in one of the few situations where a site - level, or more commonly district - level, administrator still has absolute authority.

Read this brief guide to learn why flipped learning is an increasingly popular choice, and review a few steps for teachers wanting to try it out.

If you want to teach in an elementary school, there are a few basic teacher qualifications that you will have to achieve.

It's easy to know that this strategy isn't working because now the privatizers are funding fake parent groups to create the appearance of parents wanting what corporate school reformers want — you know, more testing, more charters, fewer union teachers.

A third option is teachers may want to start with a dessert style project and over time move to a few «main course» projects.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

The second message, to program «A,» is «don't get larger unless you can improve,» and to program «B,» is «unless you can improve, you might want to graduate fewer prospective teachers.»

I'm curious to learn more at ASU / GSV this week, where I've noticed a few panels with titles such as «Teachers Know Best: What Educators Want From Digital Instructional Tools,» or «Educators in Charge: What Educators Want from Classroom Technology.»

A few eleventh grade teachers liked what they saw and wanted in.

Because high performing educators in those small districts have fewer schools to move around to if they want to receive additional pay to work in lower performing schools as required under such programs, those teachers would be more likely to choose to work in a district that can offer that sort of advantage — something Hall said would simply draw even more quality teachers away from rural schools.

The defenders of the status quo always want to say they really are for teachers working harder and calling in sick less and missing fewer days and firing truly bad teachers, but they just want to do it another way.

This may be an indication that fewer people want to return to the profession after they have initially left the teacher workforce.»

Siler is one of the relatively few teachers in Wisconsin who is licensed to teach courses in civil engineering, design, architecture or any of the other fields related to the highly sought after science, technology, engineering, manufacturing curriculum high schools want to offer.

To name a few shared objectives that a teacher leader system could address, we want to improve the on - boarding of novice teachers in their first classrooms, collect feedback that informs backward - mapped changes to preservice preparation, share emerging knowledge from academia, and collaboratively build a research agenda that is relevant locally and informed by broader perspectives.

The survey, published as the head teachers» union was gathering in Birmingham for its annual conference, also showed that few deputy and assistant heads wanted to step up to become head teachers.

As for communicating with parents, charters and network schools just want a few parents to wring their hands at public teacher - bashings.

If the perception is that a head teacher will only have a short time frame to improve a struggling school, few may want to take up the challenge, they argue.

For example, teachers with expertise in one area of instruction who want to share with colleagues may assume the role of coaches; alternatively, a school leader may select a few teachers to lead decision - making groups.

Instead, most teachers only have the chance to expand their leadership responsibilities by assuming an administrative position, which requires them to leave the classroom entirely.4 Even if teachers do not want to leave the classroom, pursuing a role in administration may be their only way to achieve increases in pay, responsibility, and autonomy.5 Although some school districts implement career pathways, diverse leadership roles for teachers are few and far between.

Slightly fewer teachers left North Carolina last year than the year before, but more left because they were dissatisfied with teaching or wanted to teach in another state, according to a state Department of Public Instruction draft report.