Sentences with phrase «actually had in their classrooms»

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?

With such weighty matters come many smaller issues, and their handling will determine what effect this legislation actually has in millions of separate classrooms.

What I've learned from my research is that in addition to making sure our classroom practices are engaging, we also need to talk to students directly about their beliefs about school, helping them see how disengagement works against them, and what engagement actually is.

Instead of going into a crowded cafeteria where they may or may not have time to eat, they can go to their classroom, take time to actually eat their breakfast, and as a result become more engaged in the morning lessons.

If we are lucky enough to actually have that consult week it is a great time to actually be in the classroom and see what is going on.

Similarly, I've gotten so fed up with strangers feeding my children in their school classrooms that I recently pounded out a «manifesto» in protest, whereas when Le Billon sets up a table at her child's school to honor local agriculture, replete with fresh strawberries, crème frâiche, and homemade bread and jam, the other parents actually snap at her for daring to feed their children between meals.

Later my daughter read the post (I'd published it while she was at school yesterday) and told me I'd actually underplayed what was goes on in that classroom.

Children have been learning about sex for years, but after the First World War the British still hadn't decided it was necessary to actually put the topic in the classroom.

«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.»

So far, there are no reports that teachers have actually been forced to teach climate change scepticism in their classrooms.

Although their brain - controlled drone certainly was innovative enough to earn a good grade, Magbagbeola, Kinn and the other students on their project team actually had goals outside the classroom in mind when designing the drone.

I have always thought that assessing and grading is the one area in which there is the widest gap between research and what is actually taking place in classrooms (with my classroom having not been the exception).

The recommendations in this Review come, as usual, from a panel of «experts» who have either never been classroom teachers at any time or have been away from the classroom long enough to forget what it is actually like to teach an inclusive class of 25 or more children from 9 am to 3.30 pm for five days a week.

«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.

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.

He would actually seek me out, ask me for advice and would share what he was working on in his classroom.

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 is not a test, this is a in - school, in - classroom skills check that won't be publicly reported or anything like that that relates to NAPLAN, but will give teachers, principals and parents a consistent platform to say: is my child, is my student actually meeting the type of standards we would expect after around 18 months or so at school?

I've been a new teacher in two different states, once when I was actually a new teacher, and once when I moved between states after eight years in the classroom.

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.

Yet at no time during my 30 years in the classroom had I ever been informed what I was actually supposed to teach.

They go out to a school and see whether what they've been taught in class can be applied to what actually happens in a classroom.

And the teacher actually thought that perhaps the students would feel more far away from her because as I said the camera and the TV were way back in the classroom.

And while they were able to see their teacher more clearly, in terms of a class community they felt better about actually having the TV [and camera] back in the back of the classroom.

Again, it's nice to attend a workshop in the summer because you have the time to actually think through the information and figure out how you plan to implement it in your classroom.

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.

The early adopters, whose work has helped shape the progress of classroom video games, and the skeptics (see «Shut It Off,» below), who rightly urge caution and further study, actually see eye to eye: Both wish to see computer games used in the classroom only if they truly enhance learning and benefit the students who need it most.

I worked with other faculties across the school to see how they could actually support the maths that had been happening in classrooms through a bit more explicit teaching, a bit more explicit language in their own subjects.

My personal opinion about the standards movement is that it hasn't really reached inside the classroom that much because there's still so many layers in between the standards and what actually gets implemented.

You can study animals in the classroom, online and watch videos, but nothing comes close to actually seeing the animals and having controlled access to 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.

Recent years have also brought a principled critique by influential scholars — E.D. Hirsch, Grover Whitehurst, and Diane Ravitch come immediately to mind — of both standards - based reform and school choice, on the grounds that these changes neglect crucial issues of curriculum and instruction (and so neglect what actually goes on in classrooms between teachers and students).

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

Some researchers have termed this problem «educational triage,» and shown that it actually affects how teachers in classrooms are allocating their time.

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?

But when you have a family member come in and start talking about sweet potato pies and actually making one in the classroom, a child is feeling so affirmed culturally,» Swagerty notes.

Coupled with complaints from students and parents, he had been trying to determine the reasons for the dissonance between the school's grading policy — as it lives on paper — and what was actually practiced in classrooms.

In working with schools attempting to implement effective formative assessment, the author and his colleagues have learned that the necessary changes in classroom practice, although often apparently quite modest, are actually difficult to achievIn working with schools attempting to implement effective formative assessment, the author and his colleagues have learned that the necessary changes in classroom practice, although often apparently quite modest, are actually difficult to achievin classroom practice, although often apparently quite modest, are actually difficult to achieve.

If you're not actually using Twitter in the classroom, just have your students write a summary for you that adheres to the social network's 140 - character limit.

In order for students to learn, however, they have to actually be in the classrooIn order for students to learn, however, they have to actually be in the classrooin the classroom.

However, it was interesting to analyze their responses to whether or not they would actually teach about models and modeling in their own future classrooms.

While some have regularly portrayed evaluation as a tool for firing bad teachers, evaluation is actually a starting point for keeping more teachers in our classrooms and making them better.

It seems to us that whenever someone proposes actually holding teachers accountable for teaching (e.g. allowing principals to walk into their classrooms more than once a year to evaluate them; having real consequences for ineffective teaching or egregious behavior; etc.) there is a tsunami of push - back and vitriol that is knee - jerk, sadly effective and incredibly depressing if you know the very real impact their «teacher protection at all costs» policies have on students, especially low - income students who get the worst of the worst in our «zip code» - based system.

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.

University of Pennsylvania researcher Richard Ingersoll, who has studied teacher diversity for decades, found that efforts to recruit more black teachers have actually been fairly successful; the challenge is keeping black teachers in the classroom.

Teachers have a tremendous role to play in actually (1) speaking and using the language of math with students in everyday classroom experiences; (2) providing multiple experiences for students to learn, practice, and apply the terminology; (3) helping students understand appropriate word meanings in the context of mathematics, and (4) focusing on the important terms associated with tested concepts and the vocabulary students need for further learning.

Unfair, inappropriate and discriminatory because the Common Core SBAC test fails to measure what has actually been taught in the classroom, that the SBAC test is based on materials that is more than two to three levels above grade level, that the SBAC test pass / fail score is calibrated to fail the majority of public schools students and that the SBAC test is particularly unfair because it discriminates against those who face English Language barriers or need special education services.

The two organizations, who in the past have often found themselves at odds, were able to come together and provide a list of noncontroversial changes that will streamline the program's administration and ensure that time is better spent actually educating children in the classroom.

This work is a must - read for practicing teachers, instructional coaches, curriculum directors and anyone else that has made a stake in the work students actually complete in the classroom.»

What's interesting here is that the state of Florida has actually written into its constitution the number of students who should be in classrooms.