Sentences with phrase «students value teachers»

Not exact matches

Teachers, for instance, say they value creativity in their students but have been shown to actually prefer more docile and conventional pupils.

A student and a teacher all his life, he lived by solid family values, which he extended to his employees, his friends, and to the community he served.

The teacher - student and student - student relationships are transmission lines along which attitudes and values are communicated.

Vocational advisement, if it is to be of real educational value, should consist not in one or a few interviews on entering or leaving school, but in a continuing dialogue between the student and his parents and teachers in all fields as well as with professional guidance officers.

One of these is the desire to safeguard the student by demanding of the teacher an illusory objectivity, as if the teacher had no commitment to a certain field of knowledge, to a method of approaching this field, and to a set of attitudes and value assumptions which are embodied in the questions which he raises.

This principle of value in and for itself is violated when what are termed liberal studies (and what may be so for other students) are pursued for the purpose of becoming a professional in liberal learning (as scholar and teacher).

The student is dear to the teacher to the extent that he is willing to open himself to the teacher's communication; the student's value depends on his individual success or failure to appropriate the subject matter.

«4 Growth groups offer a setting in which students and teachers can wrestle together with the value dilemmas and relationship problems which are central to the development of a workable life - style; they can promote the integration of relevant content from our culture in this process.

For if we, the teachers, can't fit the forcibly divorced domains of real fact / imaginary value, actual causes / fanciful ideals, feeling / form, concrete / abstract, together, how do we expect our students, shuttled between worlds without transition as they flow between classrooms through school corridors, to do the job?

Teachers who do this well set aside time for revision, offer specific comments for improvement while conveying the belief that the student is capable, and then value the revision effort.

Helping students make the shift in attitude that Sommers describes can seem daunting in our current educational climate, where performance is valued over learning, and where parents and teachers often resort to questionable motivational techniques («if you don't do well, you'll end up working at McDonald's») to encourage students.

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

I spoke with several other students that I personally trained at the Honor Council's first ever Integrity Day about defining success in qualitative rather than quantitative ways, organized presentations for parents in the local community, wrote brochures explaining of the program for the teachers, and held discussions about how Challenge Success ties into Jewish values at my Hebrew School.

Bonded by the shared values inherent to Waldorf Education, parents, teachers and staff work together to support the growth of the students and the promise they hold for the future.

For example, the school's science teacher started using class time to introduce one new salad bar fruit or vegetable at a time, helping students understand the value of each item.

Teachers, students, parents, school nutrition professionals, custodians, and administrators saw the value in the program, which delivered on its promise to increase participation at breakfast.

PT: Kirabo is an economist at Northwestern who set out to investigate the idea of assessing teachers by what economists call «value added» — the value that teachers add to their students.

Do avoid the temptation to produce more workbooks or worksheets — these are of limited value, and mainly used in the classroom so that the teacher can ensure that all the students have understood.

100 % of our students and teachers said our courses exceeded all their expectations and over delivered on value.

If it makes students more demanding and less tolerant of courses which are poor value, and if it increases pressure on universities to weed out underperforming academics and lousy teachers, that's to the good.

Research indicates that any Value Added Measure (VAM) that utilizes one measurement to an inordinate level such as the 50 % suggested by the Governor is ineffective in correlating a teacher's effectiveness as it relates to student learning.

«We're here with hundreds of other people, students and teachers and organizations, with one very clear message: education is a right and the New York City budget should reflect that value of education for everyone,» Menchaca told the Brooklyn Eagle.

«We're here with hundreds of other people, students and teachers and organizations, with one very clear message: education is a right and the New York City budget should reflect that value of education for everyone,» Menchaca told the

«Legislators are going to have to weigh which they value more: advice from hedge fund billionaires that come with checks or the concerns of students, parents and teachers about what's needed to truly improve public education.»

Take some time to think about how to assess your students, because assessment is the clearest indication of what you value as a teacher.

«The teacher who is good for me can be bad for someone else; it depends on the student's values, needs and approaches to schooling.»

He also questioned the value of federally funded scholarship programs for students hoping to become STEM teachers, saying that they simply reinforce existing approaches that are not effective.

Another candidate stressed the core value of «relentless pursuit of results» by saying he «demonstrated impressive results as a classroom teacher, with his students tripling the average state science scores expected.»

Though Tris and Four are constantly moving from one location to the next, they don't really accomplish anything of value, like students who are assigned busy work by a substitute teacher.

One of the values of flipped classrooms is a teacher's ability to provide differentiated instruction and encourage students to work at their own pace.

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.

Growth mindset teachers see the challenge as an opportunity for students to learn when their efforts and mistakes are highly valued.

To create a culture of respect, teachers must respect students, faculty should model respect in how they communicate with each other, and the classroom pedagogy has to value everyone's ideas, adds Louis.

In a world where students are often still assessed based on their right and wrong answers, I wonder: how are teachers meeting the challenge of communicating other critically important academic values to developing thinkers?

Just by asking these kinds of questions teachers can create a classroom culture where student voice is valued, where students feel their needs will be attended to, and where students begin to trust their teacher.

Many of the thoughts that pass through students» minds would be of great value for their teachers to know, but opportunities to hear them can feel few and far between.

For many purposes, such as tenure or retention decisions, it is not the «year to year» correlation that matters, but the «year - to - career» — that is, the degree to which a single year's value - added measure would provide information about a teacher's likely impact on students over their future careers.

The New York Times reported that the study is the largest to address the controversial «value - added ratings,» which measure the impact individual teachers have on student test scores.

The next circle centers on the school as a dynamic organism, a society within itself, with a dominant system of values, a pervasive ideology, and a characteristic set of relationships, rituals, and authority patterns among administrators, teachers, and students.

When one student was confounded, her teacher suggested quietly, «Start by writing down the values of each coin.

In response, a number of reform efforts are focusing on creating small schools or schools within schools where students are known and valued as individuals by other students as well as by teachers and staff.

... But I prefer to think of it as simply that we now have choices that our teachers didn't have, and the idea to me of the Flipped Classroom is that by automating the things that are able to be automated, we free up time for the things that can't be automated and those things that can't be automated tend to be the things I think in which teachers bring the most value to their students in the classroom.

Furthermore, the classroom culture that teachers create is what gives real - world relevance and value to what students are learning online.

Olinger, STEAM teacher and social entrepreneur, gives an insightful strategy for learning about what students value and then teaching in ways that will engage them by appealing to those values.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

Teachers can help students recognize the value of drawings and representations as an effective tool in mathematical communication.

Reducing the number of students who contribute to a teacher's value - added score not only changes the chance that a teacher will receive a particular rating; it also increases the likelihood that she will receive the wrong rating.

Anyone participating in the education policy debate for five years or more probably staked out their position on the use of value - added (or student achievement growth) in teacher evaluations long ago.

We then tested whether the teachers who had been identified as more effective using the value - added measures had students who achieved more following random assignment.

A teacher in New York State is considered to be ineffective based on her students» test score growth if her value - added score is more than 1.5 standard deviations below average (i.e., in the bottom seven percent of teachers).