Sentences with phrase «actually working in our classrooms»

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.

FLATOW: And actually it works in classroom situations, the kids are not afraid to admit these things, they're not embarrassed?

Not exact matches

On a more practical level, there is the problem of actually putting philosophical ideas to work in the classroom.

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.

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.

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

The difference is that the work goes outside the four walls of the classroom and is actually an authentic situation where students are engaged in real - world work.

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.

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.

Since the 1950s, the Supreme Court ruled that racial segregation is unconstitutional, and while many schools worked to change their student demographics, little actually changed in how this played out inside classrooms across America.

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?

Getting all worked up about the increased risks of cancer for children in older portable classrooms, we started talking about an idea of actually involving students and teachers in the design of the classroom of the future.

In education's public sector, by contrast, the work is actually less interesting than it is in private schools, where teachers enjoy more control over the curriculum and more autonomy in the classrooIn education's public sector, by contrast, the work is actually less interesting than it is in private schools, where teachers enjoy more control over the curriculum and more autonomy in the classrooin private schools, where teachers enjoy more control over the curriculum and more autonomy in the classrooin the classroom.

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.

The author's twenty - five years of classroom experience in meeting the needs of a diversity of students at large, urban Title I schools (including teaching gifted and special needs students, as well as English Language Learners) ensure his advice is teacher - friendly and timely — and actually works!

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.

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).

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.»

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.

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 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.

At the same time, Teach For America's focus on quickly and comprehensively training aspiring teachers in how to actually teach in classrooms exposes the damage wrought by ed schools and their emphasis on unproven instructional theories.

I was wondering if you could help me find students that actually use the Kindle in the classrooms and for scholar work.

It's no longer enough to have one classroom computer and let students play a game when their work is finished, as the standards dictate that basic keyboarding (actual typing instruction) will begin in early elementary school and computer literacy will involve actually creating original works on computers.

After spending my first two years of law school doing legal research, reading, and writing in the classroom, I jumped at the chance to get out of the classroom and actually work as an environmental advocate.

Beginning with delivery through online classrooms where you work at your own pace before moving on to face to face interaction with mentoring and «in - house» classrooms where you will actually stage a home for sale.