Sentences with phrase «began working with the teachers»

Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for 10 years.

She began working with teachers who were interested in learning about balanced literacy strategies and practices.

Then in 2003, Suzy began working with teachers, principals, volunteers and a small staff to build learning gardens and develop teacher training and a support program to ensure their long - term success.

Not exact matches

The preacher begins with the text as would any member of his congregation, asking the immediate and spontaneous questions, as in the paragraph above, but now his responsibility as pastor - teacher - preacher demands exegetical work, careful and honest.

When I first began as a classroom teacher in 1977, I was working with a very different child than the one I saw in 2014.

With your degree, perhaps you could begin working now as a substitute teacher.

Señora Pasion, our Spanish teacher, begins working with our rising first grade students towards the end of their kindergarten year (at age 5 or 6), and Spanish studies continue until they graduate from our middle school.

It is important to check with your child's teacher on your child's progress and work together to develop strategies if your child is having trouble adjusting, especially at the beginning of the year.

Elia, in a statement, says she's happy to work with the commission, but she says she and the New York State Board of Regents have already begun reviewing Common Core and will soon begin a statewide survey that will give teachers, and parents the opportunity to comment on what's wrong with the standards and how to fix them.

Members, including chancellor Merryl Tisch, argued the new evaluation system, which was largely prescribed in law by Governor Andrew Cuomo and the state Legislature, would penalize teachers who work in the most challenging environments and with the neediest students and even prevent talented individuals from entering the field to begin with.

A multimodal learning system is also beginning to emerge: instructor - centered learning, which is the traditional approach, but with technology that helps the teacher mediate the delivery of courseware and instruction; pupil - centered learning, in which the student uses Internet resources to expand learning experiences; and collaborative learning, in which the student and others on the Internet work together on cross-disciplinary projects concerning open - ended problems.

Lisa's love and skill as a teacher began with teaching swim lessons as a young teen, camp counseling, and eventually led to a Master's in Education followed by a decade of work in the public school system.

I began my career as a Junior Primary Teacher teaching at a few Elizabeth JP schools, I loved working with year 5 to 8 year olds.

A high - school teacher learns to regret her moment of weakness when the student with whom she had a brief fling begins to terrorize her at home and at work.

Most obviously, he is a prideful twerp who begins his studies at Miskatonic by picking a fight with one of the teachers, the towering, imperious Dr. Carl Hill (David Gale), whose work West regards as derivative.

«Working with Stronger Minds CIC, the Carnegie School of Education will develop and deliver innovative training for beginning and experienced teachers and will host a conference for system leaders in 2017.

They begin by working with their teachers to identify the key learning components of their classrooms.

Toward the beginning of each Innovate Salisbury session, time is set aside for teachers to share and discuss their work relating to the progress of their individual projects, and / or any other risks that they may be taking with their students.

I find this to be especially true when working with Amanda, a beginning teacher in a Developmental Learning Program.

As students begin to work with the teacher in small groups during Week 3, they must also learn how to productively manage independent work time.

«We hear that engaging with parents can be a beginning teacher's greatest fear: teachers have to have the practical skills and confidence to work in partnership with parents.»

Parents, teachers, coaches, leaders or anyone who works with, or has contact with children, needs to start at the very beginning and learn about online behaviours and trends, then seek to have regular discussions about these with children.

So it's more seamless, more supportive, and it helps actually address the issues to begin with, early on, it allows them to do that, and so they aren't exacerbated, [they're] de-escalated and then the teachers are less stressed and they enjoy their work more and that sort of thing.

From the very beginning, Mission Lab was considered a critical design aspect of Quest to Learn — a design lab in the school where game designers and learning designers from Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for students.

In 2005, with the cooperation of the government of the Indian state of Andhra Pradesh, the World Bank, and the Azim Premji Foundation, Muralidharan began work on the second part of his dissertation designing and evaluating the impact of a performance - pay program for teachers.

«At the trimester, when we're doing benchmark assessing tends to be when we do our regrouping,» says Barrier, «and at that time, a teacher who had been working with struggling students may begin working with the students who are in the middle.

A year ago, Public Impact began working with school design teams of pilot schools in the Charlotte and Nashville public school districts to choose and tailor school models for extending the reach of excellent teachers to more students.

CSU faculty members began working with high school teachers about five hours a week for 30 weeks, said Jones.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

When teachers began asking for time to work with students in small groups, Humboldt Elementary found the time for them.

While I am consistently helping all the teachers I work with to increase their purposeful use of technology in the classroom, I find that too often I am encouraging veteran teachers to come over the threshold and begin using it.

They know that teachers establish routines and rules so they're expecting that and they're also getting to know their teacher as we get to know them of course, so we're establishing not just our leadership but an emerging relationship with the students as well and that beginning of trust that's essential for teachers working with students.

Each year I hosted an afternoon training [session] with my grade - level team that began with a group meeting and ended with parents rotating through teachers rooms and the school office learning various activities like using the copier, working with small groups, and conducting fluency testing.

Students in need of help raise their hands; the teacher begins to work with one of those students; the noise level rises; and soon the teacher is nagging: «Class!

When I first began working in the field of Social / Emotional Learning more than twenty years ago, the term SEL had not yet been invented, and that made it somewhat challenging to talk with teachers and parents about promoting these skills.

Let me give an example from my experience working with elementary pre-service teachers; initially, it begins with developing a relationship.

Furthermore, he has committed to supporting his new teachers by staying in touch with their needs and making sure they know what's expected of them as they begin their work in the school community.

When teachers move from the front of the room to working besides students, students begin to take a deeper ownership of the learning process and produce a meaningful connection with the material.

«For example... every one of our workshop - style classes [will] begin with a meeting of the kids and the teacher to talk about a feature of mathematics or writing or reading... then kids will go off to do independent work and the teacher will circulate among them and help them with their individual projects.

Working with final interns (last semester of the program), I have begun to explore how to help these aspiring teachers land a job, preferably at a school of choice.

«I began to understand the limits of the «talking head» model of professional development and began to imagine a way that I could teach kids and teachers at the same time, because the other thing that happened was I was just desperately missing working with students.

Now, with a new resource from the Harvard Family Research Project (HFRP), the case - study method is being brought into the field of family engagement, with the introduction of a toolkit that allows teachers, librarians, afterschool staff, or anyone who works with kids to write their own cases and begin to use them to develop their practice

To begin with, the entire math department works as a team, including student teachers.

Since the beginning of the school year, she has been working closely with one of 14 «intern» teachers who are learning their craft by being immersed in the life of her school.

Like all of the other Symonds» students, he began his days with a morning meeting, worked with teacher support in large and small groups, experienced academic choice, lived by rules and consequences, attended art, music, physical education, and media classes, and became a part of the Symonds community.

When a student known for outlandish dress and provocative accessories (such as an Army ammunition box turned lunchbox) began carting a beach chair to classes, her teachers conferred with the principal, who remarked, «If she's doing her work and not disrupting the class, I don't care if she stands on her head.»

Yuan began working with solar cells two years ago, after science teacher Susan Duncan encouraged him to tackle an engineering project.

We began working with them again on a variety of different programmes, but most extensively for teachers» continuing professional development (CPD), which has proved extremely useful.

«Teachers mentioned they start with rows in the beginning of the school year to get students to concentrate and try to work with groups later in the year.»

As a former dean of students at a small college in Alaska, Chris began as an educator working with college students and other adults prior to becoming an elementary classroom teacher.