Sentences with phrase «actually doing in the classroom»

The extent to which multiple intelligence ideas are applied is difficult to determine because few hard data exist to describe what teachers actually do in the classroom.

Doing so helped us specify what we wanted to do, along with what we were actually doing in the classroom.

The growing consensus: What teachers actually do in classrooms matters most; old pay measurements need to be overhauled; and smart compensation systems will recognize and reward effectiveness, however it is measured.

«But they want it to be based on what they actually do in the classroom and the value they bring to their kids.

Not exact matches

I have an honest question for you, what has the crucifix, picture of the west's idea of mary and the holy water done to make you believe that it actually affects your classroom in anyway?

I actually practice your non-vision, no - agenda approach in my classroom, as supplement to the surrounding get - R - done rigor of my colleagues and their courses.

«These programs actually make a difference in the classroom and they are important to our members, who can do great things when they have the right tools.»

However, the paper points out that understanding the role of different structures of the brain does not actually help improve teaching or assessing how children progress in a classroom setting.

In my friends classroom actually to be exact:) do nt worry there are plenty of sweatpants going on right now during break!

But then it could be argued that the hoops action is almost incidental in this fact - based story, for the title character, Richmond High School (though actually filmed at my alma mater, Long Beach Polytechnic High School, which somehow became the go - to ghetto high school filming location after I graduated) basketball coach Ken Carter (Samuel L. Jackson), is less concerned with how his young charges fare on the court than they do in the classroom and, ultimately, in the game of adult life.

But I do love being back in the classroom, if only because now I can actually focus on kids and their concerns.

«It's actually really very simple, it's the type of thing that many schools of course already do but we are wanting to make sure that in every school in every classroom every child gets the chance to be proven as meeting the type of standards of learning you'd expect.

What students do in arts - integrated education is actually far closer to the practice of contemporary artists than what usually happens in regular arts classrooms.

So I guess one key aspect would be actually doing behavioural observations of self - regulation and behaviour in the classroom rather than relying on teacher ratings, though we do find that teachers are pretty accurate in their ratings of behaviour.

But they're the students [the disengaged ones] who don't cause any problems in the classroom, they might actually be doing some work, but they're not really engaged with what they're doing.

And so teachers have a very big socialising effect, particularly in the classroom, from that research that was done and it's been shown that even if their views of children are not accurate at all, that in fact the children, depending on what the behaviour is, but it could be in a relatively short amount of time, actually come to fit when they didn't initially.

This can be used a barometer for the health of a classroom; when asked, do students take the opportunity to dig into things they actually care about, or do they try to ask the simplest question in order to «get done» with the subject?

Then after three years obviously we'll test those four scenarios again and look to see whether they're still relevant, whether we can see indications of those stories coming true, in which case then we continue on in the same direction and look at step two - building on the foundations to shift and move the school, and what we do in the classroom and what teachers actually do to prepare ourselves for that future.

Do you think it is mandatory for our students to actually sit in classrooms and take lectures at their colleges to obtain the certificate for a course?

I guess some of that early work done by Marzano shows that we can actually have academic achievement scores increase by 20 percentile points and engagement scores go up by 23 percentile points, higher in classrooms where effective management techniques are being employed.

Our concern is that reviewing something that had not been fully implemented has not actually allowed people to have the capacity to participate in a review in a reflective way because really you've got to see how the curriculum is implemented, what sort of issues might arise at a classroom level, and if it's not implemented then I would question how you can do that.

It's when you start seeing how science in the classroom is used, within the community and within industry, that they actually begin to see what's possible and I think there really does need to be continued governmental support and funding to support teachers in being able to access and utilise some of those resources in order to redevelop their curriculum.

Brett McKay: [The biggest thing is] science is all around us, science is actually a part of life, and quite often the students see science as being what's done in the classroom and they don't see where it's related to what's happening around them.

First of all there were a lot of individual effects on the children from introducing this type of playground: children were seen to be a lot more excited going out to play; they would enter their classrooms after lunchtime and would still be talking about what they did during that play; they were a lot more engaged, they were using the space a lot more readily, so, taking these materials out - and that could be one influence on how physical activity actually increased; they were solving problems and using their creativity skills - which I can also talk about how the children use all these objects to be creative in the school playground.

What does that actually look like in a classroom setting?

Actually, teachers are more necessary than ever and, with AI, they will be able to deliver engaging, interactive lessons adapted to their classroom in a way they couldn't do before.

Sometimes some of your school improvement agenda is quite big and you need then to bring it back into really streamlined ways to do it that will actually improve the practice in the classroom.

What teachers actually do when they close their classroom door is in no way controlled by those words.

Second, qualitative studies suggest that teachers actually have a difficult time adjusting what they do in the classroom based on student test scores.

In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foIn urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?

Well, actually, there are two parts to that assumption: the first is that we at CityBridge believe that teachers can play a pivotal role in redesigning schools through the work they do in their classrooms, and the second is that teachers in our programs believe the same.

He said that the Common Core test known as PARCC — given to D.C. students in different grades for annual accountability purposes — doesn't actually assess what students learn in their classrooms.

But how do you actually accomplish that in the classroom?

Most of the work in classrooms is governed by collective bargaining agreements (which are negotiated in secret) and by state laws (which, while technically democratic, doesn't actually work because of the greater influence of teachers unions and school boards over that of parents and community members).

The main reason is because even then, you're still taking the same gamble, because you don't know how good they will be when they actually get in one of your classrooms.

«How you actually do that in a cost - effective way and make sure the technology is used well in classrooms is a huge challenge.»

Sure, Supt. John Deasy has managed to at least talk the talk on systemically reforming the district (even as he makes rather weak moves as striking a deal with the AFT's City of Angels local on a teacher evaluation plan that does little to actually measure the performance of teachers based on their success with the students they instruct in classrooms) and has even allowed for families at 24th Street Elementary to exercise the district's own Parent Trigger policy and take over the school.

Research suggests that teachers who do well in classroom observations tend to have students who perform well on tests, but there is no definitive evidence yet suggesting that more intensive evaluations actually improve student achievement.

«Teachers are honest in saying these evaluations do not always reflect what is actually happening in their classrooms,» said Rosemary Knab, an associate director of research with the NJEA.

Jo Barbie: We're fearful that they will not have time to do what they need to be doing in the classroom because they're trying to meet the needs of this assessment — to the point where we actually hired a full - time person to work in all of our kindergarten classrooms this year to pilot this [TS Gold] assessment.

Even more troubling is the fact that girls who perform well in school may actually be less equipped to lead, imbued with the very values that enable success in traditional classrooms: don't speak out of turn.

Don't we want teachers who are more passionate about teaching, more knowledgeable and excited about what they teach and more open minded about what actually works best in the classroom?

I've been doing those segments for about two years now, and greatly enjoy the opportunity to talk with educators and education leaders about what is actually working in our classrooms.

I don't know if that's actually true, but it wouldn't be surprising if it were — people are likely to be passionate about working and making an impact in education because of experiences they had in the classroom.

According to Dylan Wiliam, the traditional classroom practice in which a teacher asks a question, students raise their hands, and the teacher calls on a volunteer does not actually provide much useful information — and it may even impede learning.

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure... Continue readingIn education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure... Continue readingin day to day classroom practice and how can we measure... Continue reading →

In the end (which is actually near the beginning of the manuscript), Goldhaber notes that VAMs are «distinct» as compared to classroom observations, because they offer «an objective measure that does not rely on human interpretation of teacher practices, and by design, [they offer] a system in which teachers are evaluated relative to one another rather than relative to an absolute standard (i.e., it creates a distribution in which teachers can be rankedIn the end (which is actually near the beginning of the manuscript), Goldhaber notes that VAMs are «distinct» as compared to classroom observations, because they offer «an objective measure that does not rely on human interpretation of teacher practices, and by design, [they offer] a system in which teachers are evaluated relative to one another rather than relative to an absolute standard (i.e., it creates a distribution in which teachers can be rankedin which teachers are evaluated relative to one another rather than relative to an absolute standard (i.e., it creates a distribution in which teachers can be rankedin which teachers can be ranked).

They are a worthless measure of how students are doing with what is actually taught in Connecticut classrooms.

So while Malloy and Jumoke congratulate themselves about their education reform achievements, parents in every other Hartford school would do well to remember, smaller class sizes, having a teacher and an instructional assistant in every classroom and providing more support services is not a result of Malloy's education reform efforts but a result of Malloy, the State of Connecticut and the City of Hartford actually stepping forward and providing the resources necessary to make appropriate changes --- changes that should be being made at every Hartford School if only elected officials would address the broader issue inadequate funding for Connecticut's schools.

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure iIn education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure iin day to day classroom practice and how can we measure it?