Sentences with phrase «real educators do»

Not exact matches

While we wait for our government to go through it's usual «slow to respond / proceed cautiously / let's hear both sides for a few years before we spend anything on this issue», my stalwart position remains that, in the meantime, we need to do everything we can as parents, educators, private companies, friends and neighbors to simply offer our kids real, wholesome food over the junk.

He ticked off a list of school governance reforms the union is pushing for in Albany: don't allow the citywide Panel for Educational Policy to be controlled by one person; give Community Education Councils a real voice, especially concerning co-locations; and require that the schools chancellor be an educator.

One way that BTI educators and teachers are doing this is ongoing development and implementation of plant biology curricula that connect basic scientific concepts to real world issues.

But doing so will not prove easy and likely requires that educators, vendors, and researchers alike do a better job of calculating the real cost of implementing blended learning.

For educators who think real life does not offer enough opportunities to practice their profession, there's Second Life, an Internet - based virtual environment that counts thousands of educators among its enthusiasts.

Lots of educators who decide to create small schools, often by negotiating special arrangements with the local school district, do so because they don't have any confidence that the system can be changed in any real way.

TeachingChannel doesn't follow the «webinar» format, but it does a great job of creating video - based PD sessions that get the camera in the classroom, allowing you to watch strategies in action with real students and real educators.

If tests like these succeed, they could not only provide better information about children's readiness for real life but also give educators incentive to do what they want to do anyway: teach kids in engaging ways to be well - rounded people and lifelong learners, not drill the life out of school with dry test preparation.

But I think they need to do a far better job of thinking and talking about the real - world impact of their elegant stylings, or they're going to build an exquisitely engineered project that is at cross-purposes with the practical concerns of an array of policymakers, parents, and educators.

I wholly agree with the premise that high school needs to be rethought, and that the work is best done by educators and entrepreneurs in real schools and communities, not by politicos, bureaucrats, well - fed consultants, or us self - impressed think tank types.

What is an educator to do when students become skeptical of drawing conclusions from the «ideal world,» because it doesn't match the «real world?»

Finding readily available real - world resources in or near a school should be a priority for educators who want to create strong global - education programs, especially if they don't have cutting - edge technology or deep pockets.

I'm not saying don't have fun, but just remember that it's a bit of a recipe for disaster when you mix alcohol and educators that are all dangerously good at social media... In all seriousness, we do sometimes need a reminder that fun is great, but when it gets in the way of the real reason you're there (to learn!)

First of all, we presume that «real life» educators don't want all of real life in the classroom, only chosen elements of it.

Most educators would agree that the focus is still very much on teaching kids to give the right answers to specific questions, but I don't personally believe that's ever been the real objective of education.

This does real harm to schooling, to educators, and ultimately to kids.

The only answer that makes sense to us is for a state to make sure that its math and reading standards are clear, coherent, and rigorous; that its tests line up with those standards; that its schools and educators are held to account for getting better results in terms of real student learning; and that research is done to examine the effectiveness of various curricular products.

«Nevertheless, there is still much work to be done if students and educators are to see real, meaningful, and workable change from the law,» the letter continued.

I beg all real educators not to be a part of the testing charade by celebrating better test scores — if you do — you are actually buying into this sorry state of affairs --- and what happens when they go down again — which they will — do you make excuses or feel bad or ashamed --(testing needs to be used for what it was intended for)-- lets NEVER forget that — sing praises to your students real accomplishments on a daily basis — and stay true to your calling and to your heart ---- The tide will turn if you do so — and our students will benefit when that time comes again ----- Tom

So unlike summative data, surveys provide a rapid, formative feedback loop — telling us not just how our students did after the fact, but getting to the why and helping educators make real - time changes to improve students» experiences, and ultimately their outcomes.

Learn why leading educators are using DnA's powerful, easy - to - use tools to access the real - time data they need to get their job done.

As important as these end - of - the - year summative tests are, the real information that educators and students need, is the evidence of what they know or do not know throughout the year.

While those gaps are real, and do shape the conversation on needed resources, Bernal has been equally surprised to find out how much educators in those schools have in common.

Although educators have been clear about what they want students to know and be able to do and what level they want them to do it, fear of what the evidence will reveal becomes a real concern for many teachers and teams.

Though voucher school proponents love to talk about «choice» and «achievement,» the real story is that these schools do a serious disservice to students, families, educators, public school districts and state taxpayers and we don't want anymore of them in Milwaukee!

The progressive educators don't like them because they think that teachers will only «teach to the test» and that children will be robbed of a «real education.»

Although our hopes to induct educators into an ongoing, digitally accessible networked community of praxis do not seem to have been realized in a robust way in the short term, the real test is whether and how these teachers seek out such communities of praxis in the longer term.

I think one of the things we need to do is look at what we can do to support teaching and in some places that means taking some things off their plates so that they can be focused on the things that educators of practice, real professionals, we need their talents and skills to be focused on.

These two things don't necessarily require technology, but the real - time access to data gives educators the ability to personalize learning like never before.

Little mention is made of our reality here, however, given the real and deleterious effects we witness, for example, as current teacher educators when we work with potential / future teachers who almost daily express serious concerns about joining a profession now with very little autonomy, not much respect, and a stark increase in draconian accountability measures that will be used to hold them accountable for that which they do, or do not do well.

Too often, Jacobs says, the result was nearly every teacher in a district would be given the same satisfactory rating — and that means educators didn't receive any real feedback on how to do their jobs more effectively.

This is so important in the work of Inclusion, Diversity & Equity as the resistance is real and the challenges to help individuals do the work necessary to become more effective educators for all students, especially those most marginalized.

I think it is time of us to bring professional educators, such as those who understand why NCTE did not endorse the Common Core Standards, into the conversation in Connecticut about education so that all of our children have opportunities for real learning as they progress through Connecticut schools.

In the past, when educators felt they had students who were not ready for complex texts, educators offered these students «simplified» texts; but if we do that, we're doing kids a real disservice.

We provide information and support to K - 12 educators and parents so they can help students meet high academic expectations, develop real - world skills, and show what they know and can do on high - quality annual state assessments.

«Our real goal was for librarians to be empowered, and our workshops show that when librarians and educators know more, they do more.»

I am a real estate broker and educator in AZ who also does mediations for some Maricopa County Courts.