Sentences with phrase «understand teacher actions»

Not exact matches

The teacher decides which picture the students need to understand, then they move together into action on it according the pace of the student's individual and the class's collective rhythm.

Together we figured out what was the best plan of action for my daughter to feel respected, for the student teacher to understand what he had done, and to prevent future incidents, without my daughter feeling vulnerable.

Meanwhile, the state government has expressed appreciation to teachers in the state for their support and understanding and implored them to work extra hard to ensure that children recover lost grounds occasioned by the industrial action.

Nevertheless, in the event that you would like to work with yoga as a regular weight reduction management technique, then the best action to take will be to understand from a suitable yoga teacher before trying to master the poses and procedures by yourself.

As a yoga student, I am discovering a growing ability to absorb my teacher's instructions and develop an internal understanding of an action - beyond the words and movements used to teach it.

A good place to start preventing and managing stress in schools is to: • accept that work - related stress might be a problem for employees • understand what work - related stress is as well as the relationship between work and home stress • listen to employees and take action on findings • set expectations with staff so they understand what can and can not be done for them • make time to tackle stress properly — try using the HSE's stress management tool (available from www.hse.gov.uk/stressstandards/) • ensure staff are aware of available support should they experience work - related stress (e.g. teacher support network: www.teachersupport.info).

But Education Elements is smart to understand both how steep the design challenges can be for districts in moving to blended - learning models — and consequently where the action is today — as well as the opportunities blended learning presents to rethink the use of time in school, such that it can create schools that transform teaching and learning for both teachers and students and rack up some wins in the process.

As Cole notes: «By focusing on concrete actions that generally can be understood and implemented in a relatively short period, and then improved over time, teaching capacity is built step by step and the armoury of strategies and techniques available to the teacher is extended,» (Cole, 2012).

All of that begins in teacher preparation programs which must include a focus on content, an understanding of cultural diversity and a strong clinical experience where prospective teachers can watch experienced teachers in action and practice under their supervision - kind of like a medical residency.

The teacher could observe this learning in action, and with this understanding, the student is making an enormous leap, toward understanding the nature not only of this poem but of all poems.

As Stone Wiske's book explains, the Quilt Math curriculum represents Teaching for Understanding in action: providing multiple entry points into the topic, using visual, verbal, and symbolic methods; allowing the students to demonstrate their understanding; and enabling the teacher to assUnderstanding in action: providing multiple entry points into the topic, using visual, verbal, and symbolic methods; allowing the students to demonstrate their understanding; and enabling the teacher to assunderstanding; and enabling the teacher to assess learning.

In this model, teachers consider moving from merely topically introducing culture in lessons to having students understand the perceptions of those from different cultures to finally identifying issues of inequality and discrimination and engaging in social action.

The design of the curriculum ensures that teachers and students can understand, adapt to and take action within the ever - changing reality of their lives, regardless of whether YouTube remains in the fold.

Videos and animations show the tools in action, which makes it easy for teachers to understand how to use them on their own devices.

Actions include making sure teachers, as well as health workers and social care staff, better understand autism.

Intermediate teachers Maria Smith and Stuart Potter created family activities that would build students» understanding of concrete actions they could take to make a difference in the environment.

We're starting in strand two with teacher action nine, checking for understanding.»

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

These case studies were seen as leading the way toward a new generation of policy analysis that recognized «the importance of understanding the transformation of policy into teacher actions from the vantage point of the teachers, themselves, as well as from that of the policy system» (p. 175).

When Ms. Reed took the reins of the school system in 2005 after earning her doctorate, one of the first actions she took was to give teachers and principals training on the effects of poverty on children so that they could better understand some of the challenges their students face in learning.

Insight in action At the onset of a district effort to identify teachers leaders in each school, one middle school principal dedicated half of the school year to increasing understanding of teacher leadership and its importance among the school's entire instructional staff.

For a smoother transition into a new situation, such actions like observing the classroom, getting to know future teacher (s), and understanding one's educational options, all help to ease anxious feelings of anticipation.

should reflect expectations not just for teaching, but learning outcomes — helping a teacher see how additional or alternate actions and choices would serve to increase (or continue to increase) student ownership, engagement, and understanding.

In surveys conducted by Research for Action, a large majority of teachers reported that the literacy modules have led to both improved student writing and deeper understanding of content.1 A majority of math teachers surveyed reported that the math modules have encouraged students to engage in mathematical discussions and have improved students» math reasoning skills.2

Preservice teachers rarely have the opportunity to observe and understand that the actions of teachers may sometimes be contradictory to the beliefs of the teachers.

In the Positive Action program, teachers help students understand that people are likely to feel good about themselves when they engage in positive actions.

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

Awareness of the summer slide can help teachers understand what to expect at the beginning of the school year, while enabling them to take some preventative actions before the end of the following school year.

Promoting Compassion and Acceptance in Crisis Tips for Teachers and Parents to help children understand the importance of treating all people with dignity and not judging entire groups of people for the actions of a few, when a crisis occurs.

Operating without a well - articulated, well - understood theory of action leaves teachers sailing without a rudder and without a defined destination.

The council said it understood «teachers have concerns» but was «disappointed» by the strike action.

We seek articles on such topics as expanding our view of data beyond test scores, setting up a school culture in which teachers collaborate to examine student data and translate it into meaningful action, using qualitative data - collection techniques like peer observation and home visits, harnessing technology to organize data and make it more useful, and sharing data with school stakeholders to help them understand its implications and to mobilize support.

In addition, each chapter can help teachers» understand the roles they play (mentor / model, collaborator, facilitator, coach, and talent scout) and the personal / professional qualities they bring to the classroom (passion, vision, intention, action, and reflection).

When students complete the actions that are part of a strong performance of understanding, they and their teachers will know that they have reached the target.

We choose to provide a couple of pathways to focus teacher effort, understanding, and action.

In this section of CIERA's Web site, you will ultimately find lesson plans, a collaborative workspace, and project concepts that help our constituents to understand how other teachers and teacher educators are translating CIERA's research findings into action.

Measures that addressed the steps in the certification pipeline that teachers progress through provided a focused way for participants to understand the effect of their improvement efforts, to discuss specific problems that could be targeted for action, and to share improvements that had worked to solve those identified problems.

As students need to know that they are ultimately responsible for their actions, they should also understand that they, first and foremost, are in charge of their own learning, with the teacher engaged to help them get there.

In this webinar, John SanGiovanni addresses actions that teachers can take to mine the gaps in student understanding.

However, we can only determine if a teacher's actions have impact by measuring what matters most — the level at which students have gained increased understanding, and how they appropriately exercise their newfound knowledge or skill.

Personalization, dialogue, and praxis among preservice teachers, then, involved taking action based on reflection that also had enfolded within it a commitment to the well being of students, a search for understanding, and a respect for others.

An ongoing dialectic between action and reflection helped preservice teachers understand that decision - making is often situational and that there exists no preformed knowledge base to guarantee that the right means will always provide an appropriate end in a particular situation.

Through the use of two - way videoconferencing that allowed preservice teachers to observe and instruct in multicultural settings previously unavailable, future teachers began to understand the important interplay between action and reflection.

Through actions developed out of virtual field experiences that encouraged altruism and empowerment, preservice teachers had the opportunity to envision themselves as capable of building communities by helping students and their families gain self - direction and an understanding of the conditions under which they live.

When the NUT calls strike action we understand that it can be a difficult time for head teachers.

So, while reflection can not be packaged as prescribed practice, there is a general understanding that teacher reflection - in - action or on - action results in effective teaching.

The work that newer teachers are doing with the scholars will set them up with a strong understanding of quality action research for future Alternative Assessment, while teachers who elected Alternative Assessment have the structure to support them through the year.

If parents and teachers across Connecticut fully understood how the education frauds, including those in Connecticut, have set up our children for failure, parents would be opting their children out of these unfair tests, going before local boards of education to demand immediate action and calling upon their legislators to adopt legislation requiring Connecticut to withdraw from the Smarter Balanced Consortium.

Drawing upon their research and extensive work with K — 12 teachers and administrators, Moss and Brookhart delve into the learning target theory of action that debuted in Learning Targets: Helping Students Aim for Understanding in Today's Lesson and show you how to develop a schoolwide collaborative culture that enhances the learning of teachers, administrators, coaches, and students.

Over the course of this three - day workshop, participants deepened their understanding of the conditions necessary to support meaningful professional learning and developed action plans to facilitate teacher - led, collaborative inquiry at their sites.