Sentences with phrase «after the teacher presents»

For example, after the teacher presents a lesson, a teacher assistant may help a small group of students as they try to master the material.

Not exact matches

The nation's teacher of the year let her buttons do the talking Wednesday after she was presented the distinguished honor by President Trump at a White House ceremony.

Firstly, the document is not presented as diocesan policy, but rather as a consultative statement that seeks responses from governors and teachers after they have reviewed, discussed, reflected and considered the content.

They were teachers who were present all day, all week, building unity, erasing individualism, there to chaperone the boys in the frosty parking lot outside the weight room at 6:30 a.m., there when the notebooks came out after class bells rang.

At Laraway, some students and teachers began vomiting after eating the chicken tenders, and a strong odor of ammonia was present.

The BTF presented then rested its case first after calling two witnesses, including a City Honors teacher and BTF President Phil Rumore.

The Greater Accra Regional branch of the Ghana National Association of Teachers (GNAT) has given government a one - month ultimatum to implement decisions that were presented in a communiqué after a meeting at the Ministry of Education with other stakeholders.

We also realized a comparative analysis of the students and teachers» stereotypes towards Roma before and after the course, in order to have a more nuanced image of the results presented above.

Teacher Jocelyn Watkins and Jonathan Westrup of specialist provider Drake Music presented on their efforts to bring together coherent means of assessment and clear progression routes for SEND students in music education — after Jocelyn had found the existing systems inappropriate and too inflexible to work for her students.

Elsewhere, Nadiya Hussain, winner of the Great British Bake Off, will be discussing «Growth Mindset and Educational Story», James Lissaman, assistant head teacher at De Lisle Collge, presents on «Life after levels: How are your peers progressing?»

It is presented by Ozzie Tollefson, a teacher and actor who left the classroom five years ago after 15 years in teaching, and took his talents and some special «teaching...

English teacher - turned media literacy instructor Jill Ward began teaching the class after attending a conference presented by the New Mexico Media Literacy Project.

A back - to - school night will be held about three weeks after school begins; that is the time when teachers present an overview of the year and their expectations.

Teachers often expect students to know something after having only presented it once.

Examples of practice include teacher leaders presenting weekly after - school professional development.

Teach for America Diaries: October Presents New Challenges for New Teachers Will Hobart forgets about a bad week after connecting with a student, Shani Jackson bids farewell to the rocky month of October and makes some changes to her teaching strategies, and Babak Mostaghimi becomes a daddy, a godfather, a cousin, and a confidant.

The presenting teacher does not speak but listens, and then joins the conversation at the end after having had a chance to process all that has been gleaned from their students» work.

The Teacher's Guide includes directed questioning suggestions for use both before and after students read the stories, as well as an activity designed to help them relate historical events to the present.

7) Present Products: After an appropriate amount of time, teachers should present their product to the entire faculty andPresent Products: After an appropriate amount of time, teachers should present their product to the entire faculty andpresent their product to the entire faculty and staff.

After auditory information is presented (e.g., directions, read alouds, group discussion), a teacher asks the student a

The teacher presents a choice board assignment outlining scenarios that require formal language (e.g., addressing a police officer after an accident) or informal language.

After presenting to all of the classes, teachers brought their students back to the library for Mr. Harley to autograph their copy of the book.

After the plans became available for public review, organizations like Bellwether Education Partners, the Collaborative for Student Success, Alliance for Education, National Council on Teacher Quality and the Brookings Institution reviewed the submissions to understand their overall strengths and weaknesses, and to determine whether elements like educator equity and benchmarks for federal accountability were present.

The varied repertoire of case studies with situations faced by teachers, and for which there is little or no training in teacher preparation programs, is invaluable; the questions presented before the case studies focus the reader's attention on the details of the case and then place him or her at the center stage of the situation, while the questions presented after the case study facilitate troubleshooting to come up with the best possible response.

«After 18 bargaining sessions since July, LAUSD has yet to present legitimate counterproposals on key elements of our Schools LA Students Deserve campaign,» the union said in a statement, listing class sizes, due process for housed teachers, support for restorative justice programs and elimination of teacher evaluations among the issues on which progress has been elusive.

In co-teaching situations, the ESL and content teachers take turns preteaching vocabulary, the content teacher presents the content, both teachers monitor partner reading and summarization, and both present and monitor the activities after reading and writing.

After the lesson or lessons for the class on this target, the teacher provides a short formative assessment asking student to read a political speech — that they haven't yet discussed — and analyze the way the author presents and responds to conflicting evidence.

After analyzing the results, this group of low - income, Hispanic students presented the results to parents, teachers and school administrators.

Two weeks after the preservice teachers designed and presented their modelactivities during the sixth week of classes in the fall semester, one student (to be named «Trent» hereafter) inquired about a set of TI - 83s to use withhis onsite, small group teaching lesson, a requirement of the practicum course.Trent had been searching for ways to improve the test scores of these studentswhen he heard during class that using the TI - 83s and StudyCards was one wayin which a teacher had reached her social studies students with special needs.These special needs students had grown - up with GameBoys and other handheldvideo games and were motivated to learn using the TI - 83 since it was a similartype of device.

After this short presenting, these teachers then guided student practice... guided practice is the place where students — working alone, with other students, or with the teacher — engage in the cognitive processing activities of organizing, reviewing, rehearsing, summarizing, comparing, and contrasting.

Assessment data is available 48 hours after administration, and data is presented in an easy - to - use format that allows for quick and detailed analysis at the item, standard, student, teacher, grade, and school levels.

After the teacher read - aloud, students engage in interactive text activities with a partner, focusing on understanding word meanings, finding central ideas, and understanding the information presented in the text.

These questions are presented in rapid succession and the teacher quickly moves on after receiving the correct answers.

And the Achieve3000 Literacy Routine is tailored to allow for independent learning so it can be used without certified teachers present — and be even more engaging to encourage reading in after school settings.

After scheduling appointments, the teacher presents a question (e.g., «What's the author's purpose in this book?

The most valuable aspect of this workshop was the interaction among teachers after you presented each idea.

After explaining the theoretical foundations of CRP, we present policy proposals for the integration of CRP in two major domains, (1) professional development (including curriculum construction) and (2) pre - service / new teacher training and induction.

Different stories exist about how it arrived in Japan: Zen Buddhist teachers may have brought the breed sometime after A.D. 520, a Korean prince may have taken some to Japan in A.D. 732 or a Chinese emperor may have presented a pair to a Japanese emperor about a thousand years ago.

Programs include: Art Assembly performances, in - school artist residencies, after - school programs, teacher trainings and workshops, and Kidspace, the museum's award - winning, child - centered gallery and hands - on learning studio that presents exhibitions and educational experiences in collaboration with leading artists year - round.

PROFESSIONAL EXPERIENCE REGINA CHILD DEVELOPMENT CENTER, Susanville, CA (11/2010 to Present) Special Education Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating reports

WORK EXPERIENCE Apr 2014 — Present Nashville Elementary School Drama Teacher • Plan drama study curriculum • Create a classroom environment conducive to learning arts • Maintain discipline in class and on stage • Teach creative drama and direct after - school drama and music productions • Work with other establishments to provide opportunities for drama productions for students

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

Professional Experience Orient Express Hotels, 21 Club (New York, NY) Human Resource Coordinator Intern 11/2010 — Present Imagine Early Learning Center (Brooklyn, NY) Assistant Teacher 1/2010 — 8/2010 AmeriCorps (New York, NY) Family Literacy Coordinator, William F. Ryan Community Health Center 5/2009 — 12/2009 NY Board of Education (Queens, NY) Substitute Special Education Paraprofessional 5/2007 — 8/2008 Samuel Field YM & YWHA (Floral Park, NY) After - School Teacher 11/2003 — 11/2006

The present study used a qualitative research approach to understand the experiences and perspectives of service providers who worked with children of Chinese immigrant families that went through separation and faced challenges after reunification in the U.S. Focus groups and key informant interviews were conducted with 20 healthcare providers, school teachers, social workers, and child and family service practitioners.

In a journal entry I wrote, «After Ahn presented her findings and wonderings about Joe to the larger group, it was clear that she felt more confident in her teaching and that her relationships and trust within the community of teachers was stronger.

i had twin sons; aged 13; in my care at the time; all children were mine biologically.i was a single mother; had no family in new jersey.my sons were on aid for dependent children.i could have notified.teacher was awarded temp.custody; on no legal grounds; august 25th, 1977; of 3 months; and i three months supervised visits; although d.y.f.s. never presented any evidence i was unfit.i still have all papers from 1976 to 2012; when i contacted assignment judge costello (2012); from courts; that i contacted from 1977 to 2000 «pro se; and all civil actions were dismissed without being heard.i was denied due process.the teacher hid my daughter after my visits; for 22 years before i relocated to n.y.c.; and took my sons west near relatives; because the teacher took the s.s.i i had been getting for my daughter (1979); and the aid for dependent children was closed the same year; leaving us homeless; moving from county to county; where welfare was terminated in each county; until we were forced out of new jersey.i found my daughter in 1999; with the help of raymond t. dutcher; agent of n.c.i.c.; n.y.c.; and senator donald t. francesco; and learning disability of new jersey; living apart from the teacher in morristown, n.j. in 1999.