Sentences with phrase «teachers respond to working»

Not exact matches

Using some of the writings of selected early teachers of the faith, mainly from the second century, I attempt to raise questions regarding the way in which the person and work of Christ has been responded to and understood.

Tool: Try reverse rewards Age: 3 to 8 years How it works: Take a page from teachers everywhere: Kids respond much better to positive reinforcement than to reproach and punishment.

Judy Stigger, adoptive mom and adoption therapist, and Carmen Knight, teacher and internationally adopted person will share professional advice and personal experiences to help parents respond when projects trigger questions, understand their child's concerns and gain insight into managing school work battles.

Responding to the Coalition Government's decision to revoke the requirement for schools to work together in behaviour and attendance partnerships from September 1, Chris Keates, General Secretary of the NASUWT, the largest teachers» union, said:

Teachers who have worked as scientists or engineers bring real - world knowledge about science that teachers with just an education degree can't match, Prival says, and students respond Teachers who have worked as scientists or engineers bring real - world knowledge about science that teachers with just an education degree can't match, Prival says, and students respond teachers with just an education degree can't match, Prival says, and students respond to that.

The students and teachers at the Coast Guard's school work hard and drink hard, although the lingering effects of alcohol seem to disappear when they respond to a crisis call.

By only responding when needed with the amount of feedback needed, teachers can add a lot more writing to their classes without increasing the size of the stacks of work they bring home.

Overall, teachers responded that they felt more comfortable allowing students to direct the course of PBL and involve a wide range of experts and have more opportunities to share their work with an authentic audience for feedback.

Ultimately, the work of teachers is to skillfully create learning experiences that matter and then bounce along for the ride as we adapt, respond, and rethink according to the needs of students and the realities and complexities of learning.

The beauty of that is it's all live and everyone can access and edit it at the same time - the teacher just had to have tabs open and could see all the students working, and had the little chat box on the right hand side of the page where they could respond to questions.

Principals in an open system recognize the academic and social needs that students bring with them, and they work actively to develop school - wide practices to respond, offering a web of support for teachers» work.

I'd also like to pay tribute to teachers across the city for their dedication and professionalism in responding to the situation, and helping make the alternative arrangements work in practice.»

How do we as teachers best respond to students who are not actively engaged or participating in the work?

If we asked our teachers what they needed, and worked hard to value and respond to those needs, we would be able to move our school farther than if we entered the professional learning with our own agenda.

We hoped that by modeling ways to respond to student voice, we would give our teachers new ideas about how they could bring that into their classrooms — for example, how they could model discussions about goal - setting and standards while making room for students to express what works for them in a way that is valued and respected.

Most concerning, 42 per cent of the teachers surveyed responded that they felt less able to do their job well as a result of their worries and 27 per cent felt distracted at work.

60 per cent of teachers which responded to the survey claimed they often worked through lunch, while 50 per cent maintained they regularly stayed late after school.

They work with teachers and educational experts to ensure their goods support children's development and best respond to their educational needs.

The latest survey saw a big drop in the proportion of teachers who agreed to respond, raising fears that those who were working the longest hours might be more motivated to reply.

Sixty - one CSSS members across 38 states responded to our survey and reported that their work most frequently involves activities that attend to key components of their state's education systems, including: reviewing and developing state science standards, designing state science assessments, and designing or conducting teacher professional development.

We help teachers engage young people in work that responds to authentic problems and real - world questions, and believe that making, building and design are pathways to an empathetic, socially just education.

Chapters of this on - line book deal with what to do before class begins, how to respond to the person who calls you for substitute work, and what you can do after class to make you a real hero with the regular classroom teacher.

Teachers work largely in isolation; face uneven sets of challenges; and must respond not only to the academic needs but also to the physical and emotional needs of their students.

As a general rule, I recommend that teachers should not give feedback to their students unless they plan time for students to respond — to build on the feedback, put it into practice, or reflect on how it can improve their work.

The online nature of the program responds to many calls for PD that «fit (s) teachers» busy schedules, that draws upon powerful resources often not available locally, and that can provide real - time, ongoing, work - embedded support (that) has prompted the creation of online teacher professional development programs» (Whitehouse, Breit, McCloskey, Ketelhut, & Dede, 2006, p. 13).

By responding to these themes with swift and decisive action, the Government will seek to make a real difference to the training of our teachers and work to make sure the teaching profession has the confidence and respect of the Australian community.

If it is determined a student is not responding to a Tier 2 intervention, the teacher must work with the Building Intervention Team to determine next steps and whether a Tier 3 intervention is appropriate.

Principals in an open system recognize the academic and social needs that students bring with them, and they work actively to develop schoolwide practices to respond, offering a web of support for teachers» work.

The teacher candidates digitally responded to student work by inserting comments into MS Word documents attached to emails.

Working alongside students, teachers reflect with students and respond to outcomes throughout learning activities.

Middle school teacher and author Cris Tovani describes how — after years of feeling frustrated about the time spent commenting on students» work only to find their work didn't improve — she changed both how she responded to student work and what she did with the information such work revealed to her.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

Education secretary Nicky Morgan has suggested teachers should not respond to work emails after 5 pm in a bid to cut down on their workload.

You'll find interactive class lessons, resources and assignments and can submit your work, view corrected assignments and respond to teacher feedback.

Having made their own decisions as they respond to the narratives, teacher candidates can then compare to the computerized comments made when Mr. Weber's students submitted their work to ETS's Turnitin ® website (http://turnitin.com), a step demanded by this assignment, which is a required common assessment in Mr. Weber's district.

For instance, I selected teachers from midwestern, northeastern, and southern states in the US and asked them specifically for their students» personal narrative writing in order to increase the likelihood that the work they submitted would include examples of regional dialects and how teachers responded to them.

Kansas City Teacher Residency is responding to the need by recruiting, developing, and placing mission oriented individuals who want to make a deep commitment to working...

I want to know how teacher candidates will respond when a student refuses to work or tries to gain footing as a peer leader by bullying others.

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

Sixty percent of the ASCD SmartBrief readers who responded to this poll work in districts where teacher evaluation is based on value - added or student achievement measures.

Turner coordinated regional planning efforts to respond to the education funding crisis; developed and monitored collaborative work with local civic and elected officials focusing on school success; and was part of a small team, led by the mayor, that successfully averted an impending strike by negotiating a settlement between the Portland school district and the Portland Association of Teachers.

District representatives across the state of North Carolina have also received training to present working conditions data with the goal of helping their respective schools better understand and respond to teacher working conditions challenges.

How do teachers effectively respond to student projects and group work?

Instead of sitting silently, they should be responding to teachers, discussing class work, and using such technology as calculators, computers, and audiovisual equipment.

A teacher who is differentiating understands a student's needs to express humor, or work with a group, or have additional teaching on a particular skill, or delve more deeply into a particular topic, or have guided help with a reading passage — and the teacher responds actively and positively to that need.

I have neglected to provide the time and attention to fully respond to my pre-service teachers» confrontations with institutional racism and bias in the schools they work in.

She consults with parents and educators, plans and interprets assessment to guide educational planning, participates in research using our data on over 6000 gifted children, provides teacher training (e.g., a 3 - day retreat for teachers from Edmonton, Alberta), and promotes effective gifted assessment (she has worked with Pearson, Riverside, and Pro Ed to respond to gifted needs in test development).

In responding to demands that they focus sharply on improving their teachers «instructional capacities, school and district leaders should not overlook the influence they can have on classroom practice by continuing efforts to motivate their teachers, and to align their teachers «work settings with what is known about effective instructional practice.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.