Sentences with phrase «as teacher expectations»

For example, classroom conditions such as teacher expectations, availability of learning supports, and safety affect student self - confidence, mindset, and performance.69 Optimal school and classroom settings create safe spaces for social and emotional learning, and in turn, effective SEL programs establish caring learning environments and improve classroom management and teaching.

Perhaps subjective factors inside each school, such as teacher expectations for black students, or how students are tracked into advanced classes, are critical.

There are other reasons for caution here as well, as teacher expectations can be very subjective.

Not exact matches

When your 3rd grader is as tall or taller than his teacher, the expectations are so different.

Tough recounts an experiment by David Yeager and colleagues in which teachers provided feedback to students on their essays and then added a Post-it that said either the comments were given as feedback or the comments reflected the teacher's high expectations for the student.

The program has been written for teachers by teachers, and meets the expectations as outlined in the Ontario curriculum for Science.

An example of a statement reflecting expectations for a child in a child care program might be: «We believe that all children should have the opportunity to learn from peers of all abilities, and to serve as teachers for their peers.»

This year's NAEP results are being released the same week that state assessments begin for students in grades 3 - 8 and as the state's largest teachers» union is conducting a campaign to lower expectations for students on those assessments.

There is the expectation that lawmakers will consider changes to the state's teacher evaluation criteria that was approved as part of the budget talks.

Conference notes that this growing phenomenon includes: (i) management - led working practices which have not been workload impact assessed; (ii) coercive practices such as insidious threats to career progression; (iii) the de facto lengthening of the school day through the expectation that teachers will deliver extra lessons outside of the normal timetable; (iv) the loss of lunch breaks for teachers and students alike; (v) the bullying of teachers into running «booster» and revision classes after school, at weekends and during holiday periods and (vi) the consequential compromising of the teacher's work / life balance.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

Through early testing and teacher selection, certain children are singled out for an enriched lesson plan to push them to their limit, whereas others are labeled as low achievers, which often diminishes their expectations of themselves and hurts their performance in school.

I can't know your whole story, but as a former teacher, it's hard for me to hear about a kid who isn't quite fitting into a parent's expectations.

In essence, teachers are viewed as experts in the «art and science» of teaching, including an expectation that they will continue to engage themselves in scholarly work.

A good place to start preventing and managing stress in schools is to: • accept that work - related stress might be a problem for employees • understand what work - related stress is as well as the relationship between work and home stress • listen to employees and take action on findings • set expectations with staff so they understand what can and can not be done for them • make time to tackle stress properly — try using the HSE's stress management tool (available from www.hse.gov.uk/stressstandards/) • ensure staff are aware of available support should they experience work - related stress (e.g. teacher support network: www.teachersupport.info).

If you, as the teacher, can shift your focus, you can help students apply what they know about your classroom behavior expectations to the game space.

As a staff, we have studied the standards at each grade level to ensure that teachers are familiar not only with their particular grade level, but with vertical expectations as welAs a staff, we have studied the standards at each grade level to ensure that teachers are familiar not only with their particular grade level, but with vertical expectations as welas well.

As a teacher, I will be the first to admit guilt, having returned countless assignments covered in comments with little expectation that students will try to revise.

If, for instance, you just say, «Let's go out and get a really good culturally relevant curriculum,» but you haven't changed the mindset of your teachers or the expectations of students, the curriculum probably isn't going to work nearly as well as if you tackled all three components.

As teachers know, the year - level curriculum seriously misses the mark for many students, either because its expectations are too low or too high.

The hope and the expectation for deploying SAMs are that once principals get back to using their expertise as instructional leaders, teacher confidence and satisfaction will rise and student achievement will improve.

At the same time, parents and teachers are responsible for ensuring health and welfare of students and must take that responsibility to the digital realm as well, understanding what is transpiring in the online world of their students and setting appropriate boundaries and expectations.

Teachers (on the whole) can't do what is asked of them, especially as expectations increase.

At some point during that first month of teaching, I realized that while I had many demands and expectations of myself as a teacher, I lacked something that everyone else in the school building had — prior relationships with others in the school.

(Told that homework that isn't handed in has to be made up after school or before school begins, teachers need to check the homework and reinforce expectations, as well as be realistic about their own time availability and parent communication.

This literature often depicted teachers as stupid or evil: stupid by robotically following tradition and unwittingly imposing harmful practices on students; evil by harboring race - or class - based prejudices that manifested in low expectations for many kids.

Certain pieces of wisdom surfaced over and over — such teacher classics as «Be consistent,» and «Set high expectations.»

The teacher's assertiveness and clear expectations for all students might be viewed as strength, however, criticisms of the model include that it does not promote a sense of democracy, allowing students to take ownership of their own behavior and learning (e.g., students creating class rules together).

The latest news also comes as expectations around educational standards continue to increase, and following a Budget which revealed plans to roll out an «achieving educational excellence everywhere» strategy — putting additional pressure on teachers and school leaders.

If our students fail to achieve it is because of the «inundating smog of low expectation» or our own «weak internal locus of control» — a failure to believe that we as teachers can control events that affect our students.

«One of the most amazing gifts of doing this Global Art Project is the joy of seeing children unencumbered from expectations that there will be only differences or only similarities with people and places new to them,» says teacher Kristi Rennebohm Franz, who helped create the Global Art Project for the International Education and Resource Network — better known as iEARN.

Personalized learning means student agency, defining curriculum by real - life skills, defining learning expectations, encouraging self - knowledge, and teachers getting to know their students as people.

*** Includes four level charts for teachers, parents, or students, so that they can keep track of their progress *** *** Includes a roster - words correct per minute for each student / child for fall / winter / spring *** The passages and comprehension questions in this packet are designed to help you meet both your specific English / Language Arts standards and learning expectations as well as those recommended by the Common Core State Standards Initiative (CCSS).

The BYOD considerations for schools, universities and TAFEs are significant as the executive, teachers and IT managers attempt to match curriculum outcomes with network requirements and student expectations.

«Schools that organize hiring well can use it as the first step of teacher induction, setting expectations about standards, norms, pedagogical approach, and school culture, even before a teacher accepts a position,» says Liu.

As we move into an era in which we are aiming for all students to leave school «college and career ready,» we need to similarly upgrade the expectations for entering teachers.

And could differences in teachers» expectations of white students and black students help to explain gaps in key outcomes such as college enrollment and completion?

The second teacher's expectation is a valuable control in this setting, as it explicitly accounts for many of the unobserved factors that affect both the first teacher's expectation and the student's educational attainment.

In school education, an «equitable» system could be defined as one in which all students are treated equally — for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and support.

The schools» peer culture likely has some influence on their pupils, too, as do high teacher expectations.

Our first approach measures the relationship between student outcomes and one teacher's expectation, controlling for the other teacher's expectation as well as the student's home background, academic ability, and past grades.

Principals could request time with EITP central - office staff to review their teacher ratings as a means of calibrating their observation sessions to EITP central office expectations.

This uncertainty motivates our third and final analytic approach, where we measure the bias in teachers» expectations as the difference between students» actual outcomes and whatever we would have expected based on everything we can observe about them in the absence of self - fulfilling prophecies.

The other aspect that Maori students wanted were teachers that cared about them, cared about them as Maori, but also teachers who had high expectations of them as learners.

To its credit, as William Boyd and Jillian Reese tell us in their feature essay («Great Expectations»), the National Board for Professional Teaching Standards (NBPTS) has tried to enhance teacher quality.

Many teachers enter the profession with a fantastic sense of drive and purpose within their vocation, but find that this motivation diminishes over time as a result of changing working conditions and expectations.

Because we know that when low - income children of color have access to high expectations, effective teachers, and quality schools, they can perform equally as well as their wealthy, white peers.

Language support: During a math discussion, the teacher tries to talk as little as possible, setting an expectation that everyone is to be ready with a question or comment for the sharer.

As Lemov writes, «One consistency among champion teachers is their vigilance in maintaining the expectation that it's not okay not to try.»

As with all good science teaching, opening up opportunities for students to be creative within open - ended tasks often produces finished work and demonstrates student understanding beyond the teacher's expectation.