Sentences with phrase «teaching urban children»

Not exact matches

Traffic and densely populated urban areas make it difficult for parents to teach their children to ride bikes.

These days, Ed tends an «urban farm» in D.C., works as a personal chef for clients with special needs, and teaches «food appreciation» to school children.

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I had such fun teaching this unit, as we delivered it as a whole learning journey, where the children studied graffiti and urban art, too, and we visited the local skate parks, did skating angles etc in maths.

She embodies the values of courage and commitment that are required to meet the daunting challenge that confronts urban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents Prourban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents ProUrban Superintendents Program.

Alternative Routes to Teaching; When Mayors Take Charge; From A Nation at Risk to No Child Left Behind; Inside Urban Charter Schools; The Role and Impact of Public - Private Partnerships in Education; The Latino Education Crisis

No Child Left Behind is important in the efforts to continue this progress, and urban districts must continue effective practices that have brought about promising results: high standards, strong and stable leadership, better teaching, more instructional time, regular assessments, stronger accountability, extra resources, and efficient operations.

I serve children in urban areas, and I have had a passion for teaching ever since I can remember.

Teaching in an urban environment with a student population that may have limited access to resources, I believe that my job includes creating a learning environment to foster whole - child learning: academic, social, and life skills that will empower them to be the best version of themselves.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

While nationally 30 percent of urban children read at grade level in fourth grade, Pennsylvania's urban schools successfully teach only 19 percent of their students to read proficiently in primary school, while the state's suburban schools teach more than half of their students to read well — approximately the same proportion left functionally illiterate in fourth grade by the state's urban schools.

Ashton said her experience teaching found the challenges to urban education more about the adults than the children, and she saw charter schools as a viable alternative to traditional public schools.

As readers know by now, one of Kline's main goals as chairman of the House panel is to eviscerate No Child altogether, and not just its Adequate Yearly Progress provisions which have spurred a decade of successful systemic reform as well as revealed the low quality of teaching and curricula in urban and suburban districts.

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In urban districts, where many are assigned to teach children with some of the greatest challenges, the national burnout rate is astonishing.

Finally, Dr. Jeff Duncan - Andrade, professor of Raza Studies at San Francisco State University and a high school teacher in East Oakland, California, closed the day with a moving talk on critical pedagogy in urban settings in which he shared his own experiences and strategies for effective teaching in schools serving poor and working - class children.

Today, more than 10,500 corps members are teaching in 52 urban and rural regions across the country, while more than 37,000 alumni work across a variety of sectors to ensure that all children have access to an excellent education.

The HOT APPROACH, reflected in a school's commitment to child centered, experiential, arts integrated teaching and learning weaves best practices in arts in education with present - day needs and experiences of urban, suburban, and rural school communities.

The mission of Dallas Teacher Residency is to recruit, prepare, and retain aspiring career teachers to become effective in urban schools — providing all children with the opportunity to be taught and inspired by a trained professional.

Many are worried, especially in urban districts, that traditional public schools will have greater and greater concentrations of these hardest - to - teach children.

It purposefully keeps important information about our students» knowledge, skills and academic progress out of the conversation about school quality and disproportionately hurts children of color, like the scholars I've had the privilege of teaching in urban schools across the country.

Today more than 9,000 corps members are teaching in 43 urban and rural regions across the country, while nearly 24,000 alumni are working across sectors to ensure that all children have access to an excellent education.

Teach Plus aims to improve outcomes for urban children by ensuring that a greater proportion of students have access to effective, experienced teachers.

Stephanie Smith understands why parents in the urban area where she teaches balk when she calls to ask if she can visit them at home to talk about their child and meet the family.

It is my opinion after spending about 40 years teaching elementary school (K — 5th grade in rural, urban, and suburban schools) that standardized testing is a waste of time and resources for many reasons, one of which is that they do not test what you want to know about a child.

With these standards, minority children in urban areas will have to be taught the same thing in the same way as white children in the suburbs.

NCTAF then documented entrenched practices that hinder successful teaching, especially in urban and poor schools, with No Dream Denied: A Pledge to America's Children (2003).

I teach in an urban school district where most parents are univolved in their child's life and we must teach manners, social skills and deal with consistent behavioral issues that reach far beyond what the public school should be responsible for!

For some, they are the poster child for the new wave of urban education and should be commended for the way that they are able to recruit highly talented, motivated college graduates to devote at least 2 years to teaching in nigh - needs schools.

City Farmer was founded in 2009 as a gathering place to realize our mission; to engage, motivate and inspire urban dwellers to garden, eat better and teach their children to follow; and to create an identity that says it all in two words.

Their aim is to teach children about the joy of propagating and nurturing seedlings in their own school nurseries, before planting them in degraded urban and rural locations.

Past Speakers Oct 2 - Columbia Professor Todd Gitlin on Fossil Fuel Divestment Oct 3 - Massimo LoBuglio, Environmentalist and Social Entrepreneur Oct 4 - Dr. Radley Horton, Columbia University and co-author of the Obama Administration's Climate Assessment Report Oct 5 - Dr. Jennifer Francis, Rutgers, author of the cutting - edge theory of Arctic Ice Melt and Extreme Weather Oct 9 - Opening Night with climate prophet Dr. James Hansen, NASA scientist, who told Congress in 1988 that global warming had begun Oct 10 — Prof. Andrew Revkin, Pace, plays Climate Music post-show Oct 11 - David Levine - Co-founder and CEO of American Sustainable Business Council Oct 12 - Jaimie Cloud & Griffin Cloud Levine - Teaching Children and Youths Sustainability Oct 16 - Prof. Gerald Markowitz, John Jay College, on industry's relationship to science Oct 17 - Marielle Anzelone, Urban ecologist Oct 18 - Dr. Jannette Barth, Why Not To Frack Oct 19 - Ken Levenson, The Passive House Oct 23 - Prof. Ana Baptista, New School for Social Research, Environmental Justice and Climate Change Oct 24 - Charles Komanoff, Carbon Tax Center, on the need to tax carbon Oct 25 - Prof. Dale Jamieson, NYU, Reason in A Dark Time Oct 26 - Eve Silber and Closing Reception in honor of Father Paul Mayer

Xiaoyu can also act a tutor, teaching English and other languages to the children in its care, an important feature to urban Chinese parents.

City Farmer was founded in 2009 as a gathering place to realize our mission; to engage, motivate and inspire urban dwellers to garden, eat better and teach their children to follow; and to create an identity that says it all in two words.

In urban and rural settings, he has directed community mental health institutions and agencies, practiced psychotherapy with children, adults, couples and families, and taught in universities and professional settings for a practice life spanning more than 30 years.

City Farmer was founded in 2009 as a gathering place to realize our mission; to engage, motivate and inspire urban dwellers to garden, eat better and teach their children to follow; and to create an identity that says it all in two words.