Sentences with phrase «actual classrooms needed»

Not exact matches

«We need to take steps to make sure these tests that are given that are given to our students in school are age appropriate and actual cover material in the classroom,» Seward said.

I need to provide documentation of what I've learned during the past five years, along with proof (video tapes and actual student work) that I'm applying effective methods in my classroom.

I am convinced that this practice has to get beyond the theory into actual classroom practice and that teachers need to be taught how to do this.

In our CACREP - accredited master's program in School Counseling, you'll gain the preparation you need to work in diverse school settings, with hands - on training in actual K - 12 classrooms, and valuable networking opportunities via community and professional organizations.

These carts would provide the mobility needed to observe the actual elementary or middle grades classroom and simply replace the televisions and VCRs located in most elementary and middle grades classrooms.

In addition to multiplicity, preservice teachers need to realize the complexity of actual classroom practice.

They conclude with policy prescriptions, starting with the need to change from a focus on standardized tests to what is still the «black box» of actual student learning and to changing classroom practices, particularly formative assessment.

States still need to translate their words into actual policies, programs, and supports, which affect the day - to - day operations of schools and classrooms.

Although Herbst et al. (2013) found that animations have the same impact on preservice teachers» ability to reason about content and pedagogy as do video clips, more research is needed on how animations can be used in mathematics methods courses as an alternative to videos of actual classrooms, how different animation software provide different affordances or constraints for PSTs» reasoning, and how these animations impact PSTs» abilities to reason about students» approaches.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

105 And, nowhere is this more apparent than in the evening LRW classroom where students need as much individualized attention as possible during the actual class.

Fortunately, these days you don't need to take your traffic school course in an actual classroom.

• Comprehend the basics of academic programs assigned to students and create lesson plans accordingly • Assist students in learning concepts by providing them with augmentation on concepts already taught in class • Ascertain that students» weak areas (subjects) are paid special attention to • Motivate and encourage students to provide them with confidence so that they can thrive in an actual classroom environment • Set ground rules for online behavior so that class interruption is minimized • Assist students in developing their study skills in accordance to the needs of each subject • Monitor student progress and ensue that a periodic evaluation is conducted • Handle online technical problems such as video issues or connectivity problems