Sentences with phrase «teacher questions seemed»

Not exact matches

I saw a debate between him and some hindu teacher, and another man who was questioning his Christian faith, and his every word seem to be bathed in arrogant fundamentalism....

This being said, however, I must in all seriousness bemoan one very important omission, which seems to me to open the doors to those perplexing questions I referred to earlier: there is no greater and more moving passage about friendship than Augustine's description, in Book IV of the Confessions, of his «very dear» (but unnamed) friend, an acquaintance from childhood, a fellow student and then fellow teacher of rhetoric.

Whether passionate about their career or work mainly to make ends meet, most working moms know the feeling of being blindsided by a comment - from a friend, coworker, family member or teacher - that seems to call their parenting style into question.

The students were attentive, but it seemed a bit like a substitute showing a video on the teacher's day off — that is until the onscreen lecturer called on a student by name and asked for the answer to a multiple choice question.

Again, this seems obvious, but it isn't, because we see new teachers ham - fistedly asking questions of students at any and all levels of the ladder but focusing on higher rungs.

On all these financial questions, a wide partisan gap persists from year to year, and when it comes to teacher salaries, that gap seems to be widening.

If one questions the value or objectivity of NCATE's standards, the process can seem like a mere bureaucratic mechanism that endorses institutions that train teachers in accord with certain pedagogical and curricular precepts.

State officials at the time were predicting dire teacher shortages and, to Ms. Katz, there seemed to be no question she could get a job in the field.

There seems to be some interest in returning more control and autonomy not simply from the federal government to the states, but from states to local communities — so that communities can decide questions like when to close schools, whether to allow charter schools, and how to assign teachers.

It seems that «teacher leaders» everywhere are purposefully seeking out questions about their teaching practices — and that those questions are becoming the jumping - off point for improvement initiatives and, in some cases, widespread learning reform.

My second quibble is with how the question on teacher tenure seems to have been asked.

When we ask good, honest questions of our students in the moments when we as teachers don't understand something, we seem more genuine.

Using questions also gives the teacher an opportunity to adjust the pace of the class based on how well students seem to be understanding the content.

Many of the questions may seem a bit direct, but I don't know any teachers who would take offense to them.

As a teacher, one thing that I have always found is that students find extended answer questions either really easy or extremely difficult - there never seems to be a middle ground!

A demonstration lesson or modeling experience needs to have some meaning for the teacher; it must not be so far beyond his / her own practice or questions that it seems irrelevant.

The teachers learned that over time as their reading improved, the students seemed to need fewer text - dependent questions as they navigated texts.

Now, the teacher reports spending that time answering questions that seem to exist merely to justify an outside consultant's fee.

Therefore, a graduate assistant was instructed to excerpt 1 - to 2 - minute video segments that seemed to represent units of activity, but without regard to the video clip showing examples of particular teacher or student behaviors (in this case, classroom management and student questioning).

Also, in the example above the teacher seems fairly clueless about the abilities of the girl if she's questioning who helped her.

Teacher Charlotte Smiles, who spotted the error when one of her pupils seemed to know all the questions before they were asked, said the mistake showed a «lack of management» and had made a «mockery» of the system.

These questions may seem rudimentary, but they provide authentic evidence of student learning and can lead to honest conversation and deep reflection about teacher practice and the impact it had on student learning of the lesson.

Following up on my most recent post about «School - Level Bias in the PVAAS Model in Pennsylvania,» also in Ohio — a state that also uses «the best» and «most sophisticated» VAM (i.e., a version of the Education Value - Added Assessment System [EVAAS]; for more information click here)-- this seems to be a problem, as per an older (2013) article just sent to me following my prior post «Teachers» «Value - Added» Ratings and [their] Relationship to Student Income Levels [being] Questioned.»

I mean, they seem to pose «PL» as an alternative to the 100 % lecture - based classroom where the teacher does not even respond to questions.

This year, teachers are taking to social media, questioning the quick scores because they seem abnormally high.

After identifying which approach a teacher group seems to be taking, leaders can facilitate conversations to push teachers» thinking toward responsive revisioning, adding the appropriate guiding questions.

At first glance, such an approach seems appealing, but when putting this idea into action, a number of questions arise: How do teachers use data?

Consider findings from the latest MetLife Survey of the American Teacher, a work that always seems to get to the heart of education's biggest questions.

While our traditional class may not seem as convenient as an online experience, we do want parents and students to consider the value of peer interaction as well as having a live teacher who provides demonstrations and is available to answer questions.

Parents, teachers, and school psychologists seem to be seeking answers to the age old question: should students be retained in the same grade for another year when they have failing grades?