Sentences with phrase «around challenges in your classroom»

Hosted by teachers at their schools, these lively, grassroots gatherings are a great place to meet other arts teachers, share your best practices, problem - solve with peers around challenges in your classroom, and maybe do some creating of your own!

Not exact matches

Outside the classroom, the challenges can seem more difficult, but accessible pathways in the grounds provide a way to enable wheelchairs to move around and areas can be set up that are accessible to all.

The PZC tackles challenging issues about the kind of teaching and learning that should be done in classrooms all around the world, but is not being done, in part because of the pressure for certain performances on certain kinds of standardized tests, in part because teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.

Charlie Cobb was only 20 years old when he designed the Freedom Schools curriculum to enable students, as he put it, «to stand up in classrooms around the state and ask their teachers a real question» and «make it possible for them to challenge the myths of our society, to perceive more clearly its realities and to find alternatives and ultimately, new directions for action.»

This includes developing courses that challenge students with real higher education leadership cases derived from sitting presidents, provosts, and deans; creating opportunities for students to interact with the most noted senior leaders in higher education; developing course structures that allow HGSE students to interact with higher education students at other universities around the nation, in order to compare ideas; and developing opportunities for our students to visit different colleges and universities, exposing them to places and viewpoints otherwise not accessible by simply sitting in the classroom.

Challenge the groups of students to look around the classroom and observe with an eye for greater detail — especially for imperfections they see in the classroom.

In a speech last week in front of the U.S. Conference of Mayors, U.S. Secretary of Education Betsy DeVos «issued a challenge» to «align your local classrooms with the rapidly changing economies around them.&raquIn a speech last week in front of the U.S. Conference of Mayors, U.S. Secretary of Education Betsy DeVos «issued a challenge» to «align your local classrooms with the rapidly changing economies around them.&raquin front of the U.S. Conference of Mayors, U.S. Secretary of Education Betsy DeVos «issued a challenge» to «align your local classrooms with the rapidly changing economies around them.»

One of the signature challenges of leadership in schools is trying to create that coherence especially in schools that have been around for a long time with a really strong tradition of what we might call radical teacher autonomy: letting every teacher go to their own classroom, go to their own space, and teach and improve however they want.

Portland faces challenges similar to many urban districts around the country: how to provide consistent, challenging, powerful classroom instruction in all schools, for all students.

Blended learning has come into the forefront in recent years as a solution to the everyday challenges we face in classrooms around the world.

First published in 1995 as How to Differentiate Instruction in Mixed - Ability Classrooms, this new edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson's continuing thinking about how to help each and every student access challenging, high - quality curriculum; engage in meaning - rich learning experiences; and feel at home in a school environment that «fits.»

We are delighted to confirm a host of keynote speakers and session leads who will explore and challenge current thinking around: Effective Leadership of SEND; Positive Perspectives of Autism; Maximising the Impact of Teaching Assistants; Supporting Learners with SLCN in the classroom; Supporting Social, Emotional and Mental Health.

The topic was how unions around the world are taking the initiative in defining the teacher profession as it faces serious challenges inside and outside the classroom.

Given the complex needs and challenges that Lampron's students face, it's a huge and important question to tackle — and it's led to a core team of teachers, district staff, support staff, and administrators engaging in conversations around topics such as discipline policies, classroom management, staff roles, forming relationships with students, and shifting school culture to understand the impact of trauma.

Sobel and Gollan are interested in challenging structural power and limited access to education, and their practice can encompass anything from teaching in a classroom to the kind of thought - provoking, text - based vinyl that adorned the windows of «Nonstop Cooper,» which asked for dialogue around community and education.

For years, Climate Interactive's World Climate exercise has been used in classrooms and conferences around the world to help students and professionals better understand the challenges facing international climate change negotiations.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

In this classroom challenge, students can look up, down, and all around for their favorite Second Step characters in our 360º New Year's videIn this classroom challenge, students can look up, down, and all around for their favorite Second Step characters in our 360º New Year's videin our 360º New Year's video!

The contributors to this issue of Zero to Three describe a range of services and supports to address challenging behavior and support early social and emotional competence: A model of early childhood mental health consultation to reduce the rate of preschool expulsion; how child care professionals and parents can have useful conversations around sensitive behavioral issues; an approach to coaching early educators to prevent and manage challenging behavior in the classroom; a parent — infant play group to build parenting skills; the treatment of common sleep issues; and a program of support to strengthen military families when a parent returns from deployment.