Sentences with phrase «when teachers and learners»

Not exact matches

But when the God becomes a Teacher, his love can not be merely seconding and assisting, but is creative, giving a new being to the learner, or as we have called him, the man born anew; by which designation we signify the transition from non-being to being.

Even when the learner has most completely appropriated the condition, and most profoundly apprehended the Truth, he can not forget this Teacher, or let him vanish Socratically, although this is far more profound than illusory sentimentality or untimely pettiness of spirit.

Every learner driver wants a patient teacher — one who doesn't hold a grudge when they make a mistake and is positive about even the smallest success.

When the yoga teacher displays warmth and compassion towards the students the learners will be able to uplift themselves to the same level.

The other man, «Teacher,» will monitor the responses given by Learner (who's out of sight) and, when he gives wrong answers, give him a series of increasingly strong electric shocks.

Given the current test score fetishization, sophisticated tracking technologies like those employed by OHSU presages the day when every micro teacher and learner signal that can be captured will be quantified and standardized, leading to teaching as a paint - by - numbers activity.

When parents and teachers are in sync regarding what learners need and the next steps, student progress is inevitable.

When teachers plan for content, processing, and product, differentiating by interests helps remove the blindfold so that learners can see those invisible concepts made visible.

My journey for understanding the transactional relationship between the learner and the learning environment began when I walked into a first and second grade public school as a teacher's assistant in East Harlem, New York City.

Teachers can use this cheat sheet as a ready reference material to remind the learners about the meaning and the usage of Parts of Speech, thereby supporting them to enhance their vocabulary when it comes to writing.

But when a human teacher is able to show the benefits to learning content — and indirectly proving not only that it can be done, but that it is something to aspire to — learners are more likely to be inspired to work harder and make progress.

• Believe in the value of what you are teaching and make sure your students understand why it is important; so preparation is paramount • Show your students you care about their wellbeing and progress; that is your job; there is nothing they despise more than a teacher who doesn't care • Admit when you don't know or when you're wrong; they need to see you're a learner too • Collaboration with your colleagues is powerful support and very rewarding.

«In a language learning context these can come in the form of online or mobile dictionaries, smart flashcard systems that help students keep track of what they are learning and any other platform that can provide the necessary scaffolding for learners to progress, even when their teacher isn't present.»

When instructors engage learners, develop ability and understanding, and amplify students» identities, we call them «transformational teachers» — professionals who provide learners with disciplinary View - Masters so that kids can see the world in stereoscope.

I sometimes feel like Don Quixote tilting at windmills when it comes to getting administrators and teachers to place the emotional lives of learners on at least the same level of importance as the implementation of new technologies and Common Core.

When it comes to schooling, most teachers have been successful learners themselves, but, over time, many of the study skills, habits, and academic foundations became invisible to them.

When teachers talk about how much they and their students gain by connecting with learners in other parts of the world, their enthusiasm is downright contagious.

When we teachers attend to the spiritual aspect of learning and teaching — that is, when we are mindful of and in tune with our own and learners» emotions in connection to the subject matter and the learning process — we can better find ways to help learners enter into the content and engage withWhen we teachers attend to the spiritual aspect of learning and teaching — that is, when we are mindful of and in tune with our own and learners» emotions in connection to the subject matter and the learning process — we can better find ways to help learners enter into the content and engage withwhen we are mindful of and in tune with our own and learners» emotions in connection to the subject matter and the learning process — we can better find ways to help learners enter into the content and engage with it.

We need to understand what happens to children's confidence and self - perception as learners when they change schools and teachers and parents need to know what can be done to remedy any problems.»

When teachers take on the role of learner, it allows a more genuine relationship to develop between the teacher and student, in a way that doesn't typically happen in the classroom.

The good news is that when teachers do receive adequate training, they're more confident and successful at teaching English learners.

When teachers see their role as delivering the same curriculum to all students, and the onus for successful learning is placed solely on students themselves, there is little incentive for teachers to go to the trouble of identifying where learners are in their long - term learning progress.

The most exciting thing about PBL for me as a teacher is when learners come to me and say, «Mr. L., we need to learn this!»

Facilitating productive discussions requires teachers to set clear expectations, model what a good discussion looks like, give students sentence starters for engaging (this is especially important for English language learners), and establish routines, so that effective discussions can occur among students even when the teacher is not present.

Every day, teachers and lecturers exercise their professional judgement in deciding how to help learners learn.Prototype «MESHGuides» show how, when fully developed, knowledge maps can provide evidence - based advice to support educators» professional judgements.

Very simply, it is a time when learners are asked what they want to learn, and the teacher gets out of their way.

When the culture of the district was one of responsibility to individual learners and decisions were based on individual or collective perspectives of teachers, assessment as test did not appear to drive instruction.

We found that a teacher receives a higher value - added score when he is teaching students who are already higher - achieving, more affluent and more versed in English than when he is assigned large numbers of new English learners and students with fewer educational advantages.

When teachers see themselves as learners, are open to new ways of teaching and are willing to modify their current teaching practice through repeated cycles of systematic practice and reflection, they can gradually arrive at this accomplished level of formative assessment practice.

Situated PD is when teachers are active learners, constructing their own knowledge, and the PD takes place in classroom practice (Swan et al., 2002).

From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!

«When common assessments are developed and employed properly, as a collaborative, formative system aimed at improving learning for teachers and learners alike,» writes Erkens in the introduction, «the gains in teacher efficacy and student achievement can be staggering.»

That is when that vision comes alive and is shared by all of the learners in the classroom — teachers and students.

The district has decided to allow teachers of English Language Learners and special education students earn more autonomy in curriculum and instruction when they show results through student progress.

«The biggest effects on student learning occur when teachers become learners of their own teaching and when students become their own teachers.»

To reverse this trend, teachers, like all learners, need to identify questions that have personal / professional relevance, and they need to have the opportunity and support to explore them at a time and in a place when their minds are fresh and where they are treated like professionals.

English language learners — especially those with limited academic experience — benefit tremendously when teachers explicitly target the nonverbal communication skills needed for the lesson, such as tracking the speaker, making eye contact, and listening while others speak.

Finally, when teachers know what success looks like, they can show learners what success looks like, design opportunities for students to make their own thinking and learning visible, and gather evidence about where to go next in the teaching and learning.

As State Rep. Paul Boyer, a teacher himself, recently pointed out, teachers are best supported when their schools recognize the significance of their work and are committed to raising expectations for all learners.

When schools tap the expertise of newly arrived English language learners, both teachers and classmates have something to learn.

The teacher has standards and expectations based on achieving projected «benchmarks,» but the learner does not achieve the benchmarks, even when the teacher tries to add stronger reinforcement for reading faster.

Similarly, when teachers know why students are learning what they are learning, they can better design learning experiences that are authentic and relevant to learners.

Goal setting works best when there is strong student voice and choice from individual learners as well as insightful guidance and support from teachers.

«Equifinality» is offered as a concept which suggests many potential ways to reach resolution especially when the focus is always on the individual gifted learner and the teacher / facilitator.

Teacher preparation programs experience that sense of success when their candidates — working with students and mentors in local schools — show that they can tie their subject - matter knowledge, instructional skills, and assessment abilities together to serve the needs of all learners.

«Teachers in LAUSD have uncovered the unanswered question about Common Core implementation — how do we raise the academic standards for all students when our most vulnerable children, those in special education and our English Learners, have historically struggled to meet the lower bar set by previous standards,» said Ama Nyamekye, executive director of Educators 4 Excellence - Los Angeles.

In particular, teachers with large numbers of new English learners and other students with special needs have been found to show lower gains than the same teachers when they are teaching other students.

The primary teachers believe that students learn best when they construct their own learning and they work hard to create well - rounded learners by teaching to the whole child.

Language learners may come to the classroom with less background knowledge in English, but they have just as much aptitude for learning language and content when teachers scaffold instruction for both.

These teachers provided students with models and demonstrations of the strategies that effective learners use when confronted with unfamiliar words or with difficult text.