Sentences with phrase «better than a classroom teacher»

No one knows the strengths and weaknesses of federal education law better than classroom teachers.

Not exact matches

But personal best is something that we want children to understand and to measure themselves against rather than having society or teachers or classrooms always hold up perfectionism as a goal or a standard for children or teens.

She believes many schools have become a mere diversion from the academic agenda of middle - class parents — who want their children trained OUTSIDE the classroom by people better than «just teachers.»

Marching around saying it's «bullshit» whilst our politicians tour their constituencies in stab - proof vests, our bankers screw society for personal gain, our teachers describe classrooms as battlegrounds, our towns and parks have become no - go zones most evenings, our social workers come across the most appalling instances of abuse, just to name but a few of the most obvious examples - well, I think you need to produce a little more than some statistics and a bit of bad language to turn the narrative around.

More than 32,000 teachers walked away from jobs in NYC classrooms in the last 11 years, with a substantial number leaving for jobs in nearby suburban systems that have higher pay, lower class sizes and better teaching conditions.

This provides a financial incentive for teachers to continue delivering the best standards of education in the classroom, because this will provide great teachers with incentives to remain as teachers rather than taking management responsibilities which come with larger salaries.

In addition, if teachers are required to earn a master's degree immediately rather than within five years as now permitted, they may be better prepared when they first enter the classroom, Kelly feels.

That said, there's more to effective online education than simply dropping a good face - to - face teacher into a virtual classroom.

Teachers themselves want to better understand how changes they make to learning design and adaptive delivery can improve their own work and the majority of our students are much more sophisticated judges of effective classroom practice than ever before.

Nevertheless, research does show that teacher beliefs influence their classroom decisions, so it is not a wild notion to suppose that accurate beliefs about how children learn will lead to better classroom decisions than inaccurate beliefs will.

And these evaluation systems are strikingly better than what they replaced: slapdash approaches involving a couple of classroom visits by a building principal for some teachers in some years that resulted in virtually all teachers being classified as high performing.

This makes the teacher's classroom performance look better to an observer when the teacher has academically well - prepared students than when she doesn't.

Universities can also help by strengthening their programs in math and science teaching so that more students will consider teaching as a career, and so that our newest teachers will be better prepared than ever for the classrooms of the 21st century.

Simply by giving up the extra payment awarded to teachers with master's degrees, school districts in Florida could save better than 3 percent of their teaching personnel costs without losing any of their classroom effectiveness.

Constructivist pedagogical guidelines are forced on classroom teachers in weekly «professional development» sessions that are closer to a military boot camp than any serious inquiry into the best classroom practices.

In short, it is easier to pick out good teachers once they have begun to teach than it is to train them or figure out exactly the secret sauce of classroom success.

Likewise, if a teacher is performing well on the classroom observations and student surveys but had lower - than - expected student - achievement gains, a school leader might give the teacher the benefit of the doubt for another year and hope that student achievement gains will rise.

Dweck's research, which has continually shown that children with a growth mindset fare better academically than those with a fixed mindset, has been widely adopted, with teachers working these ideas into their classrooms.

In a 2002 pilot study involving three middle school classrooms in Boston, Dede found that students who played his game River City surpassed the test group in three areas: They were more motivated to do the work, performed better on postlesson tests, and tended to look to their teachers to facilitate rather than give direction.

Turn Your Students Into Well - Versed Poets In celebration of National Poetry Month, Education World offers more than 20 poetry lesson plans to help teachers integrate poetry into their classrooms and develop «well - versed» studeWell - Versed Poets In celebration of National Poetry Month, Education World offers more than 20 poetry lesson plans to help teachers integrate poetry into their classrooms and develop «well - versed» studewell - versed» students.

«Good Teaching Matters: How Well - Qualified Teachers Can Close the Gap» (1998) makes the case that the capability of the teacher, rather than influences from outside the classroom, has the strongest effect on student learning.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

We contend, however, that evaluations based on observations of classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective methods like principal ratings of teachers.

The best teachers in life teach their students a little bit more than just the classroom material.

Thus, we have already tested it in more than 45 schools in Spain, with very good results from the point of view of usability and opinion of the teachers and students, who say that these games are useful and effective in reinforcing what they are learning in class, and students are having a great time, that is, that when it comes the time when they are told «and now let's play Little», they think it's great because they remember it as something playful in the process of classroom learning.»

It is well known, for instance, that preschool classrooms in which teachers have bachelor's or higher degrees produce better outcomes for children than classrooms in which teachers have less education.

«There is increasing evidence that cooperative groups that are not well organized... are no better for girls than «competitive» classrooms,» Jane Butler - Kahle, a professor of science education at Miami University of Ohio, said here at the 42nd annual meeting of the National Science Teachers Association.

Those students are scoring, on average, 10 percent of a standard deviation better than they would have otherwise, and since each peer evaluator evaluates 10 to 15 teachers each year, those gains are occurring in multiple teachers» classrooms for a number of years.

If school leaders want teachers who can do more than just survive the classroom, however, they need to better understand how emotions are expressed, and also how they can be managed; that is, the theory of emotional intelligence, or EI.

In addition, our analysis does not compare value added with other measures of teacher quality, like evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.

With more than eight in ten teachers (81 percent) reporting that technology makes them more effective in the classroom [1], FE colleges are turning away from free tools and stand - alone tech products, to institution - wide, scalable and flexible solutions like Canvas - that can lead to more engaging lessons and better outcomes.

Joanna Burk, as Business Development Manager — STEM and Robotics for MTA, knows better than most the benefits technology can bring to a classroom and both students and teachers.

But if a great teacher is to the classroom what Fred Astaire was to dancing, then an online teacher must be even better because teaching online is far more challenging than teaching face - to - face.

If MET had found classroom observations to be strong predictors of other indicators of effective teaching and if the combination of measures were a significantly better predictor than any one measure alone, then Gates could have offered evidence for the merits of a particular mixing formula or range of mixing formulas for evaluating teachers.

This report summarizes and analyzes two recent studies that demonstrate that more than 80 percent of seniority - based layoffs would result in better teachers leaving classrooms and worse teachers staying.

Albuquerque Teachers Federation President Ellen Bernstein told the Journal that the poll «indicates that voters are starting to understand the issues with these high - stakes teacher evaluations and how this skews what happens in the classroom to focus narrowly on a single test, rather than on the deep, well - rounded education that students deserve.»

Teacher shortages are not felt uniformly across all communities and classrooms, but instead affect some states, subject areas, and student populations more than others, based on differences in wages, working conditions, concentrations of teacher preparation institutions, as well as a wide range of policies that influence recruitment and retTeacher shortages are not felt uniformly across all communities and classrooms, but instead affect some states, subject areas, and student populations more than others, based on differences in wages, working conditions, concentrations of teacher preparation institutions, as well as a wide range of policies that influence recruitment and retteacher preparation institutions, as well as a wide range of policies that influence recruitment and retention.

Armed with better data, teachers can do more one - on - one coaching than in traditional teacher - centered classrooms.

New elementary school teachers who were well - prepared in preservice programs to teach reading expressed greater confidence in their knowledge and skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instruction.

Prekindergarten teachers who work in schools and other publicly operated settings are better - qualified, get higher pay, and stay in their jobs longer than those who work in classrooms operated by private organizations, a study concludes.

It may also be that black teachers simply have more effective classroom - management practices than white teachers, on average, and are therefore better able to induce misbehaving students to exhibit better behavior.

«These efforts, as well as many others, were focused on teachers and classrooms, rather than measures of accountability.»

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

It isn't for me, or officials in Whitehall, or Ofsted to decide how best to teach or run schools — it's for you: the teachers who know better than anyone what works in the classroom and what your pupils need.

In a study of the Alaska Statewide Mentorship Program, our researchers and evaluators found that new teachers who were provided with experienced mentors were more likely than their peers to still be on the job after three years — and students in their classrooms were performing better in math and reading.

This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own «best practices» with technology — a framework that is based upon their needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontexualized technology applications into an already complex and full curriculum.

More than a few eyebrows were raised when School Board member - elect Monica Ratliff appeared at a Thursday Educators for Excellence (E4E) event and seemed to signal support for some kind of a test - based pay system to attract and keep good teachers in LA classrooms.

Together, we, the authors, present a pedagogical framework encompassing a critical mindset, in which teachers of the English language arts can begin to conceive their own «best practices» with technology — a framework based upon their own needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontexualized technology applications into an already complex and full curriculum.

The teacher is still the best assessment tool because classroom assessments are formative (immediate) in nature, and over time they provide a cumulative, running record of achievement that is more reliable than any standardized test.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.