Sentences with phrase «classroom expectations while»

Staff members needed to learn how to set classroom expectations while balancing their own expectations and experiences with those of their students while not dishonoring student experiences.

Not exact matches

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

She provided classroom instruction in the power of high expectations and the methods of high - expectations teachers, while also videotaping instructors while they interacted with students to show them their demeanor while they taught.

We do this with differentiated teaching in the classroom, it makes sense to also differentiate our behavioural expectations based on a child's capacity, while we also work on increasing this capacity building skills such as self - regulation and persistence.

The Administrative Observer lets me put those expectations into the software as preferences and record my thoughts easily while I am in the classroom.»

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

While there is no one - size - fits - all solution for the issues that influence student behavior, officials from all five school districts GAO visited were implementing alternatives to disciplinary actions that remove children from the classroom, such as initiatives that promote positive behavioral expectations for students.

NSCS has maintained many of its philosophical education roots, with its focus on keeping the curricula challenging and the expectations for learning high, while utilizing the help and support of qualified educational assistance and classroom volunteers.

While we'd love to see this occur in all of our classrooms, we must set our expectations for student engagement much higher.

Building on Vaughn, Bos, and Schumm's (2000) basic, three - level planning pyramid and Tomlinson and Kalbfleisch's (1998) work on differentiated classrooms, Lawrence - Brown explains how a teacher might address some students» individualized education plan goals by adapting the classroom curriculum to include manipulatives, visual aids, charts, audiotapes, and explicit expectations, while also offering an enriched curriculum to gifted students.

While observing 133 high school classrooms, Deci and colleagues found that students were most engaged when teachers balanced structure with autonomy — communicating «clear expectations» for learning and «explicit directions,» while «highlighting meaningful learning goals» and providing opportunities for self - directed learning (Jang, Reeve, & Deci, 2010, p. While observing 133 high school classrooms, Deci and colleagues found that students were most engaged when teachers balanced structure with autonomy — communicating «clear expectations» for learning and «explicit directions,» while «highlighting meaningful learning goals» and providing opportunities for self - directed learning (Jang, Reeve, & Deci, 2010, p. while «highlighting meaningful learning goals» and providing opportunities for self - directed learning (Jang, Reeve, & Deci, 2010, p. 588).

This practice allows a teacher to reinforce classroom expectations daily while personally checking in with each student before learning begins.

While we urge you to consider the language and expectations that are most appropriate for your classroom context, in the appendix of this lesson, we have provided ideas of the kinds of class norms Facing History teachers have used to support a reflective classroom community.

In aiding students» comprehension, teachers can create classrooms that meet state and federal standards and maintain high student expectations while supporting all students» learning modalities.

«Teachers are able to excel as the authority in their classrooms while operating with a sense of clarity regarding the district's expectations.»

Both the school administrators and district curriculum team would visit each classroom in our system and while there are frequency expectations, there is currently no schedule.

Culturally responsive teaching is a practice that promotes a culture of high expectations, while also recognizing the cultural capital that students bring into the classroom.

Staff frequently attempted to verbally correct his behaviour while it was occurring and remind him of the expectations within the classroom.