Sentences with phrase «about teacher strengths»

Not exact matches

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

Share a few things about your child with the teacher — interests, strengths, favorite subjects — to help the teacher know your child better.

You may also want to meet with your child's new teacher and / or administrator prior to the start of the school year, to talk about challenges, strengths, and strategies that work well for your particular child.

«It's the way that teachers talk about and model those character strengths that matters — and that goes for parents, too.»

We all know about the greed and lobbying strength of big business, but the same can be said for the state teachers union and other powerful public labor unions.

Based on six components, their framework would give teachers information about their own strengths and weaknesses in the classroom and provide them with actionable steps to improve their practice.

In case studies where teachers read about boys with academic strength and emotional sensitivity, clues for good candidates for gifted education, teachers were more likely to refer white students for gifted testing.

With this incredible training that you won't find anywhere else, you're about to join the top level of yoga teachers in the world, who know the latest anatomy, biomechanics and yoga movement language of Core Strength Vinyasa Yoga.

Blame and One Percent More Humid repeat the tired trope of female students having affairs with their older male teachers, a familiar storyline on just about every teen - oriented TV series, though their emphasis on the strengths and dangers of teen girl friendships was strong.

Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word reading skills that are required to develop skilled reading; Early identification of children with learning difficulties or [those who] need additional instruction.

In these meetings, we took the opportunity to talk with his new teacher and his previous teacher about my son's strengths and challenges in the classroom.

For example, if a teacher considers being highly verbal, curious, or headstrong as negative factors or behavioral problems, (while in another culture they might be viewed as strengths or spoken about in positive terms), that student will likely not get recommended for gifted testing.

Even then however, it took constant reframing of teachers ideas to keep them working to the desired approach, such was the strength of their «natural» beliefs about what teaching and school should be.

That introduction might include an anecdote, a few notes about the students» special strengths or the changes teachers have witnessed over the years, or other personal memories.

Teachers should also be better supported to collaborate and exchange information about students» difficulties, character and strengths with their colleagues, so that they can collectively find the best approach to make students feel part of the school community.

Emma believes it needn't be intimidating: «The thing about technology is that different teachers can hook onto different ideas and apps and play to the strengths of the pupils.

«Of course, many teachers already know this but while calling children average tells us a lot about their relative strengths and weaknesses compared to other children, it tells us precious little about how an individual learns.»

As your child adapts to this different method of teaching and learning, it may be advantageous to talk with the teachers about areas of strength and where support is needed.

The Ofsted chief was complimentary to head teachers, saying they had «generally been open and candid with inspectors about the relative strengths and weaknesses of their schools».

Learners will answer questions about: • Acid - base definitions • Hydrogen ions and acidity • pH calculations • hydrogen ion and hdyroxide ion concentrations • acid and base strength • acid dissociation constant • neutralisation reactions • salts in solution • titration calculations This resource is meant to be used by teachers in the US.

When teachers engage kids in talking about their particular strengths, weaknesses, interests, and ways of learning — and in developing a classroom where everyone gets the help and support they need to grow as much as possible — I see kids who are very enthusiastic about that approach to teaching and learning.

Anyway, this one is all about how the school's use of data has allowed them to track student strengths and weaknesses, and how it has also become a powerful tool for teachers to better understand their impact on student learning.

During the interview: Perkins says a teacher should be armed with some very specific feedback about students and they certainly should be focusing on their strengths.

It's about giving teachers what they need to share their strengths so that every teacher, from first year rookie to third - year veteran, can approach their classes with the skills they need for their students to succeed.

Does the school employ effective strategies such as providing all teachers with professional development about the unique needs and strengths of LM students, implements strategies that provide students with access to multi or bilingual support as needed in core content classes, and including LM students in all aspects of the academic and social life of the school?

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

The EEP has called for an effective teacher for every child (paying teachers as professionals, giving them the tools and training to do their work effectively, and making tough decisions about ineffective teachers); empowering parents by allowing them to choose the best schools for their children; holding grown - ups at all levels accountable for the education of our children; and, very important, having enough strength in our convictions to stand up to anyone who seeks to preserve a failed system.

``... students who strongly agreed that their school is committed to building students» strengths and that they have a teacher who makes them excited about the future are almost 30 times as likely to be engaged learners as their peers who strongly disagreed with both statements.»

While these tests do assess standards and the items have been field tested and correlated against other items to ensure a more valid measure of those standards, it is still a snapshot and it is limited in how these test scores can inform students and teachers about learning strengths and next steps.

Like teachers, parents need accurate and meaningful information about student strengths, challenges, and performance to better understand and support student learning.

The candidate said she wanted to know whether annual tests give teachers and parents good information about a student's strengths and weaknesses, and whether they help educators improve instruction.

We achieve this by providing teachers, out - of - school - time staff, parents and students with accurate and actionable data about their social and emotional strengths and needs.

When professional development leaders need to give teachers feedback about areas in which they should improve, they can make this feedback less negative by building on teachers» strengths.

Classroom teachers answer questions about students» academic, behavioral, and social / personal strengths and challenges.

During this time, it is important that we learn more about formal assessment data that can help to diagnose our children's strengths and struggles as well as less formal evidence, such as teachers» observations of our children and examples of their work, which can be used as evidence to help identify ways of supporting our children's learning.

Teachers then used the district's instructional framework and rubric to identify strengths and weaknesses in their own teaching practice while thinking about their students» needs and the school and district goals.

Using extended examples from different grade levels, Lalor advises teachers to use a three - part protocol to give feedback on student work: (1) emphasize the strengths in the work; (2) discuss questions or problems about the work in relation to the specific assignment; and (3) suggest «next steps» for improving the work.

When it came time to develop the assertions about strengths and opportunities, each administrator had different areas for growth and thus needed a different plan for changing teacher practice.

Ultra-conservative Grover Nordquist just said that he's not worried about the national election because his party added new governors: «Our strength is state by state,» Norquist said, adding that it is there that Republicans would enact the policies — ending teacher tenure, reining in public employee pensions, promoting school choice — that would invigorate the national party from the bottom up.»

For example, after a lesson on character strengths, we ask students to think about someone who has taken a role in helping them grow their strength — perhaps a parent, friend, teacher, or coach.

When communicating with parents, teachers use conferring records from their online or print version of the Pensieve (developed for use with CAFE) to talk about students» goals, strengths, and areas for growth (Boushey & Moser, 2009).

Regardless of whether analytic, holistic, or mini-rubrics are being used, these continua allow teachers to communicate about specific student strengths and deficiencies — something that the typical pencil - and - paper assessments simply can not do.

When I use this in my class, I share where I am from, where I had previously lived, my education background, my professional history, why I had a passion for teaching and education, some of my strengths and weaknesses as a teacher, and some information about what I liked to do and about my own family.

Last year, Share Our Strength surveyed more than 1,000 K — 8 public school teachers about hunger in their classrooms.

Offer flexible modalities, groupings and times / places for learning to help meet individual learner needs, strengths and interests while balancing these individual needs with the needs of the class community Example: A teacher has several «centers» set up in his classroom for learners to learn about reducing fractions.

In turn, that brings us to perhaps the most powerful lesson to emerge from our focus group discussions: While we learned much about the strengths and ideals that black teachers tend to bring to their work, we were struck mainly by the urgent need to support those teachers professionally and help them build long, productive, and satisfying careers in the public schools.

Giving out a questionnaire on the first day of a new class shows students that the teacher cares about their strengths, interests, backgrounds, and concerns about the subject area of the class — that their personal voice matters.

Test scores can tell you some things about what the students need, but they don't give you much useful information about the strengths and weaknesses of your teachers and other staff you might seek to support.

Yet, if teachers are to learn about their students» individual needs, interests, and strengths, then they must know how to create discussion questions, math problems, quizzes, and informal assessments that will generate that information.

-- Teachers share actionable data with families about student progress, including strengths and areas for growth