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» stude
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» stude
well - 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 ret
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 ret
teacher 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.