Sentences with phrase «classrooms full of students who»

I have seen many classrooms full of students who are engaged in an activity, but don't necessarily master any skills.

In response to the previous comment, I would venture that a classroom full of students who are required to passively absorb information in a vacuum would be much more likely to descend into «sheer chaos» than a classroom full of actively engaged students who are applying their knowledge to real - world situations.

Not exact matches

In order to ensure that the best teachers are hired and retained in the classrooms in which they are needed most, he proposed offering full tuition as an incentive to top CUNY and SUNY students who pledge in return to serve as public school teachers for a minimum of 5 years.

PEOPLE PLACES THINGS tells the story of Will Henry (Jemaine Clement), a newly single graphic novelist father balancing single - parenting his young twin daughters, writers block, a classroom full students, all the while exploring and navigating the rich complexities of new love and letting go of the woman who left him.

She faces 15 graduate students, all of them teachers who, having put in a full day in their own classrooms, are now confined to another one for three hours, one they had to fight rush hour traffic to get to.

Not fit for purpose A study by the Royal Institute of British Architects shows that damp classrooms and school buildings full of asbestos results in pupils who are struggling to learn effectively and impacting on the health of both students and teachers.

Students who are gifted and talented are found in full - time self - contained classrooms, magnet schools, pull - out programs, resource rooms, regular classrooms, and every combination of these settings.

Many academic institutions supplement classroom degree programs with online lectures and other coursework, while many continuing education programs offer the convenience of online exclusivity to students who work full time while they pursue completion of a degree, or need to return to school to obtain new skills.

We aim to create schools and classrooms that can meet the socioemotional and academic needs of not one or two students who have been exposed to traumatic levels of chronic stress, but the needs of a classroom full of traumatized children.

The Secretary's visit to the school will be closed press out of respect for the students and faculty who are returning to their first full day back in the classroom.

In a classroom full of struggling students, it's easy to overlook those talented students who don't seem to need you as much.

Unfortunately, anyone who has never stood in front of a classroom full of students for an entire day or has never attempted to create such a test has very little appreciation for the difficulty of the job.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

As a full time classroom teacher, and later as a substitute teacher, I have seen over and over again how students are more willing to take risks in their learning when they are supported by a teacher they relate to and other students they think of as friends who will help them when they're «not getting it.»

Envision a classroom full of second - grade students who are at the tail end of a lesson.

«The authors here are intent on showing and demonstrating how thoughtful technology planning by the teacher leads to classrooms full of engaged students who can dive deep into content - area exploration in a variety of genres, formats, and assessments.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

The wide range of studies conducted with the ISCCP datasets and the changing environment for accessing datasets over the Internet suggested the need for the Web site to provide: 1) a larger variety of information about the project and its data products for a much wider variety of users [e.g., people who may not use a particular ISCCP data product but could use some ancillary information (such as the map grid definition, topography, snow and ice cover)-RSB-; 2) more information about the main data products in several different forms (e.g., illustrations of the cloud analysis method) and more flexible access to the full documentation; 3) access to more data summaries and diagnostic statistics to illustrate research possibilities for students, for classroom use by educators, or for users with «simple» climatology questions (e.g., annual and seasonal means); and 4) direct access to the complete data products (e.g., the whole monthly mean cloud dataset is now available online).

Now picture a classroom full of proto - lawyers who believe, rightly I guess, that good grades will get them the plum job both to pay off their student loans and acquire them that BMW they've been admiring.

Beigel, who saved a classroom full of students, was remembered for his heroism.

This path allows students who may be working full - time or busy juggling their families the flexibility and convenience of online learning with the classroom and lab experience required of a medical program.

In the present analyses, the full intervention group consists of all students who were randomly assigned to intervention classrooms in grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present study.