Sentences with phrase «as traditional classroom teachers»

Teachers deliver the same academic content and standards (MCPS Curriculum) as traditional classroom teachers, while providing instruction in two languages.

I am still in the early stages of my career, so I am interested in honing my craft as a traditional classroom teacher.

Early on the journey, driven by a passionate belief that all children deserve a quality education, Steve dedicated over eight years to teaching and learning where he made a difference in the lives of children, firsthand, while serving as a traditional classroom teacher, therapist and special education teacher from 1977 through 1985.

Not exact matches

Developed with classroom teachers, Genres in Writing breaks from the traditional use of the personal essay and teaches children how to approach, prepare and execute writing across multiple genres, such as the persuasive, expository and historical.

As administrators and school boards around the country consider the Next Generation Science Standards (NGSS), Science Buddies is helping teachers begin ramping up, now, for some of the ways in which traditional classroom science projects and assignments may change.

And as Waldorf methods have become more accessible and better understood, more teachers have joined charter schools specifically inspired by Waldorf methods or have adopted some of its approaches for their own classrooms within traditional public schools.

By knowing the differences of preschool classroom layouts as opposed to traditional classrooms, teachers can more readily cater to the development needs of these young children.

She says, «Traditional views of administrator as manager prevent schools from implementing hybrid teacher - administrator roles» in such a way that their classroom time remains protected and valued.

The New York City - based foundation said it hopes its new «students at the center» grant program will help train teachers to abandon traditional 40 - minute lectures for more - active approaches in the classroom, such as problem - solving, critical thinking, and hands - on learning.

These big - ticket items point out the need for better up - front planning and strategy around training teachers to successfully implement personalized learning, as well as the need to carefully think through the costs of creating spaces that are better suited to personalized learning, where students are often required to move in ways that don't fit the traditional classroom design.

My hope is that these award winners will be a catalyst for both teachers and students to use the design thinking process as a way of viewing traditional classroom activities in a different light.

Since teacher salaries are the primary instructional expenses for schools, it should come as no surprise that charters spend less on classroom instruction than traditional public schools, whose teachers are older and thus further along on the salary schedule.

Rather than replacing teachers, the authors see digital learning as transforming teaching — both by offering tools for traditional classroom teachers and by enabling entirely new ways of teaching.

As in traditional master's programs, teacher candidates are required to complete 20 weeks of in - classroom training.

He describes it as a «traditional» school with «traditional teachers, in traditional classrooms, doing traditional things.»

In traditional classrooms, averages are often used to analyze student performance, and students not mastering skills are often left behind as a teacher proceeds to the next concept.

Progressives and traditionalists battled over the curriculum in the first two decades of the twentieth century (practical vs. «book - based» learning), in the 1920s (project - based, experiential learning vs. traditional intellectual disciplines), in the 1940s (curriculum for personal adjustment vs. curriculum for knowledge and skills), in the 1960s and 1970s (student - centered, open classrooms and inquiry learning vs. teacher - led classrooms and basic skills), and in the 1990s (over standards, as described above).

His vision for «how learning can be saved» boils down to using computers as supplemental tools in support of traditional, teacher - led classroom activities.

As a result of constant innovation, learning is no longer limited by traditional confines and we're moving beyond students tied to their chairs, desks, and textbooks - and teachers locked away in classrooms.

Teacher leaders may be released from traditional classroom responsibilities to engage in their work as teacher lTeacher leaders may be released from traditional classroom responsibilities to engage in their work as teacher lteacher leaders.

Giroux caricatures the traditional classroom as one where «students sit in rows staring at the back of each others» heads and at the teacher who faces them in symbolic, authoritarian fashion»; «events are governed by a rigid time schedule imposed by a system of bells and reinforced by cues from teachers»; we «glorify the teacher as the expert [and] dispenser of knowledge»; «social relationships... are based upon power relations inextricably linked to the teacher's allotment of grades»; and tracking «alienates students from schooling.»

This design extends reflection on reform - based practices into teachers» first school placements, as science teachers tend to revert back to traditional practices as they experience the reality of the classroom (Simmons et al., 1999).

For second graders who were not in classrooms with the literacy rotation (such as the traditional grade 2, the multiage grade 2 - 3, and the split - grade 2 - 3 class), reading instruction was left to individual teachers and their paraprofessionals with support from one of the school's Title I teachers and the special education teacher.

Many of the pre-service teachers that come through my classroom, as well as many of us, went through school with very traditional assessment practices and a traditional mindset when it comes to education, assessment, and grading.

Absent from observable factors are contributions teachers of highly specialized subjects make outside the classroom setting such as teachers of music, drama, dance, or physical education who interact frequently with various publics outside of the traditional school schedule.

Pointing to an incident at P.S. 194, a traditional district school in the Harlem section of the Big Apple, where three children forced a third - grade schoolmate to perform a sexual offense — as well as the fact that one of her schools, Success Academy Harlem 5, had only one incident of reported violence compared to 92 at the traditional district school with which it shares space — Moskowitz also declares that suspensions are critical to helping teachers gain the support they need to manage their classrooms.

Combine the struggles in improving literacy with low levels of classroom management skills among many teachers (another problem traceable to ed schools), the arbitrary nature of traditional school discipline practices, and the problems within American public education attributable to racialist practices such as ability grouping, and it is little wonder why the overuse of suspensions is such a problem for our kids.

When many traditional instructional models emphasize the teacher as the focal point of the classroom, moving towards a reality of student ownership can be challenging.

In a traditional classroom the teacher stands in front of the room and lectures to the students as the students listen and take notes.

Preservice teachers who may have had negative or poor experiences with online or distance learning in the past would certainly have preconceptions that need to be addressed through field experiences specifically for VS. Moreover, changes in roles in virtual classrooms, such as the complementary roles of the VS teacher and the VS site facilitators can not be observed in traditional field experiences.

Besides Skype, she also pointed out the use of the ICN audio - visual technology allowed the teacher to «show the students a variety of additional visual aspects such as pointing out where the muscles are located just as if you were in a traditional classroom atmosphere.»

Experiencing this kind of informal, collaborative learning is a good antidote to the traditional ideas many of these aspiring teachers bring with them as they enter the program — that knowledge in their elementary classroom should properly be transmitted by the teacher, and they must at all times be «the expert» or lose credibility with their students.

As classroom teachers, we know that even as our training experiences vary from traditional to alternative certification, one aspect among them is common: quality preparation is critical, yet not consistently receiveAs classroom teachers, we know that even as our training experiences vary from traditional to alternative certification, one aspect among them is common: quality preparation is critical, yet not consistently receiveas our training experiences vary from traditional to alternative certification, one aspect among them is common: quality preparation is critical, yet not consistently received.

Previous research has indicated that preservice teachers have chosen classroom scenarios as their preferred method of instruction over more traditional teacher education methods.

Based on all the data on the depths of the nation's education crisis — including the fact that three out of every 10 fourth - graders are functionally illiterate as well as how traditional policies and practices keep laggard teachers in classrooms — you would think valid criticism, internal and external, would be welcomed.

Many teachers have served long apprenticeships in traditional classrooms as students (Lortie, 2002) and often distrust researchers» suggestions (Hiebert et al., 2002).

Students receive a traditional classroom experience, with credential teachers and group projects; but at the same time, parents are able to participate as teachers as well.

As charter schools have proliferated New Orleans and the country, many schools, including Success Prep, have largely relied on young, inexperienced teachers who tend to leave the classroom sooner than their peers at traditional public schools — an approach to hiring sometimes described as «churn and burn.&raquAs charter schools have proliferated New Orleans and the country, many schools, including Success Prep, have largely relied on young, inexperienced teachers who tend to leave the classroom sooner than their peers at traditional public schools — an approach to hiring sometimes described as «churn and burn.&raquas «churn and burn.»

We saw classrooms in California maximizing teacher impact through organized, intentional use of digital content, schools in Detroit abandoning the traditional pacing guide in favor of competency - based learning, and schools here in D.C. experimenting with these models as well.

Each classroom will be set up as a traditional Montessori room with two teachers: one English - speaking teacher and one French - speaking teacher.

Thus, technology integration experiences integrated with authentic teaching and learning experiences in teacher preparation are recognized as more effective than traditional stand - alone technology classes, in which technology skills and experiences are taught separate from the classroom context (Brush et al., 2001; Hoelscher, 1997; Strudler & Wetzel, 1999).

These teachers were evaluated on their «performance» using almost exclusively (except for the 5 % school - level value - added indicator) the same subjective measures integral to many traditional evaluation systems as well as student achievement / growth on teacher - developed and administrator - approved classroom - based tests, instead.

This requires a sustained approach, coupled with pathways for teachers who want to remain in the classroom and influence the profession through their specialist expertise or to lead on mentoring or teacher development, as well as for those who aspire to traditional school leadership roles, such as those proposed later in this consultation.

In some cases, participants wanted to approach the wiki as a source of information, not collaboration — or wanted the wiki to mediate more traditional, less collaborative kinds of social interactions among teachers, such as sharing lesson ideas or classroom anecdotes (as in Bush, 2000; Dressman, 2000; Stock, 2001).

Are alternative certification programs as good as, if not better than, traditional teacher training programs in preparing teachers for the classroom?

Although evidence suggests that well designed, traditional teacher preparation programs produce effective teachers, additional new standards and requirements, such as those in the No Child Left Behind Act, limit the amount of classroom time that can be devoted to literacy instruction.

Some of these decisions may not be regarded as «assessment» in a traditional sense, but they illustrate how teachers use their informal knowledge about children to guide their classroom instruction.

None of the candidates have a traditional educational background, and only one served as a classroom teacher.

Visitors watch as teachers and students are the center of the school environment and the administrative / back - office team comes in and out of the classroom when they call, a human call center that flips the traditional power dynamic in a school.

It is also high time to ditch traditional teacher compensation and seniority - based privileges that keep laggard instructors in classrooms; utilizing student test score growth data in evaluations as well as in structuring teaching staffs must also be done.