Sentences with phrase «after teacher described»

Not exact matches

T. H. White's description of the older Guinevere, who became a nun after the death of Arthur, could easily describe these Ephesian teachers: «She became a wonderful theologian, but cared nothing about God.»

This article describes a study in which elementary teachers in Taiwan experienced noticeably reduced levels of anxiety after inhaling diffused bergamot essential oil.

On the stand, he described his displeasure with the teachers» contract, but did not admit wrongdoing in discussing it after it was approved - similar to Quinn.

On the stand, the wealthy developer described his displeasure with the teachers» contract but did not admit to any wrongdoing in discussing it after it was approved.

But after one hour - long talk describing some of his work in human - centered computing, such as flying drones with brainwaves, their teachers report a turn - around in their perceptions, Gilbert said.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Martin's nomination for the award describes him an «excellent and experienced» teacher who has inspired many of his students to study physics after A-Level.

When I talked with the teacher after class, he described the collaborative unit development process as deeply professional and engaging.

9 • solve one - step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher • recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity • recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity • Compare, describe and solve practical problems for: lengths and heights [for example, long / short, longer / shorter, tall / short, double / half]; mass or weight [for example, heavy / light, heavier than, lighter than]; capacity / volume [for example, full / empty, more than, less than, half, half full, quarter]; time [for example, quicker, slower, earlier, later]; • measure and begin to record the following: lengths and height; mass / weight; capacity and volume; time (hours, minutes, seconds) • recognise and know the value of different denominations of coins and notes • sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening) • describe position direction and movement including whole half quarter and three quarter turns PLUS MANY MORE OBJECTIVES!

After some initial friction, North Whitfield Middle School started using High Tech High's procedure for constructive criticism to help teachers learn to go «hard on the content, soft on the people,» as High Tech High describes it.

Their teacher described the role of sustainability at the school «no longer the preserve of after school clubs or one - off events, learning about the environment and our place therein is now an everyday part of our school».

After my first observation with her, I joked that she was «teaching like a champion» two decades before Doug Lemov sat down to write his book (a fact that would surely not surprise Doug, who has long said that he merely names and describes what great teachers already do).

Stop bothering me: All of the panelists described that at their previous schools, teachers and administrators would be after them for not completing their work or for missing class.

The purpose of this qualitative study was to describe middle level prepared teachers» perceptions of their practices after completing an Ohio Middle Childhood: Grades 4 — 9 teacher education...

Middle school teacher and author Cris Tovani describes how — after years of feeling frustrated about the time spent commenting on students» work only to find their work didn't improve — she changed both how she responded to student work and what she did with the information such work revealed to her.

David Nagel describes how teacher teams at a New York charter school target precisely what skills students need to improve and require all students to stay an hour after school for help geared to their particular lacks.

And that's how three teachers that NPR Ed spoke with described their feelings after the Trump Administration announced last month that the program, which protects young people who came to the country illegally, would end.

While it is true that when Green takes off his journalist hat and puts on his columnist one he is no longer under any obligation to describe things accurately, he is being more than a bit disingenuous to suggest the «Commissioner's Network» (Section 18 of Senate Bill 24) simply means «longer days, year - round school, more social services, better pay for sought - after science and math teachers — without the constraints of restrictive labor contracts.»

The author, a high school language arts teacher, describes her move to a high - needs urban school after 13 years teaching in predominantly middle - class suburban schools.

After Michelle Rhee moved to eliminate underperforming teachers from the classroom, Milloy described the move as «Rhee's way of showing students how to throw a teacher under the bus,» «how adults play Halloween tricks on kids,» -LSB-...]

The Chicago Teachers Union had a change of leadership soon after being awarded the 2010 grant in September of that year, and its current president, Karen Lewis, is adamantly opposed to the program described in the grant application, which ties teacher compensation directly to student test scores.

After Michelle Rhee moved to eliminate underperforming teachers from the classroom, Milloy described the move as «Rhee's way of showing students how to throw a teacher under the bus,» «how adults play Halloween tricks on kids,» and «dumb as chalk.»

But speaker after speaker also cited deep problems in the schools and the city as a whole, with one teacher describing what she called the «rushing rapids» that children face every day in acity plagued by high crime and poverty.

One after another, teachers used the words «meaningless» and «unfair» to describe the evaluations and the process used to arrive at those judgments... Another teacher said the majority of his autistic, special - needs students failed the SBA — a mandatory assessment test — yet he was judged «highly effective.

For example, Terrasi and de Galarce (2017) describe a case of PTSD in a 2nd - grade student who previously got along well with his friends and was succeeding in school but who, after witnessing his mother being hit in the arm by a stray bullet while they were walking together in their neighborhood, became «defiant with his teachers... often hiding under a desk, knocking things down, hitting other children, and running out of the classroom» (p. 35).

After all, the leaders of the math initiative I described earlier did consult with teachers about the changes they sought.

After spending hundreds of millions on lobbying, these groups were able to persuade tea - bag and conservative Republican governors and legislatures to repeal collective bargaining for teachers, limited bargaining rights for others, dramatically expanded funding for charter schools or otherwise undermine what most would describe as the American public education system.

In each regression equation SES was entered first, collective leadership second, and one of the teacher variables third.44 Results of these hierarchical regressions, described in Table 1.1.5, indicate that only motivation explains a unique and significant proportion of variation in student achievement after controlling for student SES.

After establishing what Ripley describes as a more rigorous core curriculum nationally, with over 100 approved curricula that teachers can use at the local level, Poland began to see gains in their student achievement scores on the PISA test.

I first learned about him in the pages of MoneySense, where he described how his investment club (made up of fellow teachers) had beaten the S&P 500 year after year.

Local animal activist, Jill Parrish contacted police after another teacher at the school described the events to her.

Pfaff describes how the show came into being after the deaths of several close friends, her mother, and her former teacher and mentor, Al Held.

Typical duties described in an After School Teacher resume are preparing materials, organizing activities, helping students with assignments, updating attendance records, attending staff meetings, and reporting to management.

«Ontario's Early Learning — Kindergarten Program: A Transformative Early Childhood Education Initiative» describes the large - scale government implementation of an initiative that most US educators only dream of: a publicly funded, two - year, mixed - age, full - day program for 4 - and 5 - year - olds, with an emphasis on play - and inquiry - based learning, before - and after - school programming, and a team approach to professional learning for teachers and principals.