Sentences with phrase «community language teachers»

Not exact matches

Mastering the faculty's language, learning how to debate within the school's ideological limits, negotiating the foibles and passions of teachers and other students, figuring out how to be accepted in this community and then how to relate to the folks back home — this struggle can be debilitating as well as exhilarating.

The New Patriotic Party (NPP) has promised the Muslim community that it will promote the study of the Arabic language across the country in addition to its plans to restore allowances for teachers and nurses in training colleges, when voted into power.

Maurice (Karin Konoval), one of his apes he befriended in captivity and who also understands sign language, has now become a teacher in the ape community while Koba (Toby Kebbell), one of the apes experimented on in the original, has now taken his position at Caesar's right hand.

Baltimore school officials are standing by their decision to use popular magazines and other nontraditional texts as part of a strategy to engage middle school students, despite criticism from some teachers and community members that the new language arts curriculum lacks rigor and downplays formal grammar lessons.

If the local community and tribe support bilingual and bicultural education, then teachers hired must learn how to integrate the local tribal language and culture into the regular school curriculum.

An elementary teacher builds community and covers core language arts standards by holding weekly open mics in her classroom.

Structured community and character development programs like weekly Circle gatherings and advisory meetings called pride groups are deeply ingrained in the schools» culture, and all students and teachers are expected to achieve fluency in the language of social growth and learning.

From the first moment a visitor walks into Indian Island and Beatrice Rafferty schools, there is no mistaking that the students, teachers, and community members value their Native American heritage and language.

For example, science and English language arts teachers may have students read multiple texts about a scientific issue that is relevant to their lives or community, then ask them to evaluate the evidence and reasoning of the various texts in a collaborative discussion and write a persuasive essay in which they take a stance on the issue.

As a teacher of high school English, I've decided to volunteer at an English as a second language (ESL) Saturday tutoring session, a program established in response to the growing community of refugees here in Jersey City.

«This draft framework sets out how teachers and schools can work with local communities to keep language alive and encourage more young Indigenous Australians to learn and communicate in language,» he said.

Teachers must understand and adapt their instruction to their students» previous experiences, language, culture, and community values.

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

First, we know that in the instruction of world languages, there are not enough teachers, so using technology to give students access to teachers proficient in other areas and other disciplines will be one way we get at the question, particularly in rural communities, on how we teach these subjects to all children.

At Craig Middle School, science teacher Wayne Naylor and language arts teacher Jennifer Smitley have jointly given their seventh and eighth graders the daunting assignment of creating and executing a project that addresses a community need.

Teachers at Sam Rayburn Middle School have turned this special community service project into lessons in geography, art, language, and more.

Student Perception of Teaching Questionnaire (STPQ) looks like a wonderful resource for teachers, students and school communities to have a shared language of learning.

The team is made up of the K - 12 MTSS Support Specialist, the Learning Community Leader, all of the core teachers, administrators, guidance counselors, speech and language pathologists and sometimes occupational therapists.

Her professional interests lie in the areas of English language teaching & learning, teacher efficacy, professional development, teacher education and creating and sustaining culturally responsive learning communities.

But somewhere in the process, the teachers» union got involved and interjected language that was unacceptable to the community.

The team is made up of the K - 12 MTSS Support Specialist, the Learning Community leader, all of the core teachers, administrators, guidance counselors, speech and language pathologists and sometimes occupational therapists.

Education systems should incorporate multiple ways of learning, combining formal and non-formal, traditional and modern, local and outside languages, local and external teachers; high priority needs to be given to vocational learning, through community - based institutions; content should be focused on enhancing links with nature, culture, and society, encouraging community and collective thinking and working, respecting diversity, and other principles and values described in this section.

The majority of communities in the United States have English language learners (ELLs) and consequently, the great majority of teachers are engaged in identifying how to serve this group of students.

Teachers in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students» unique socio - emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more.

«Not all students are going to connect with me, and I'm not going to connect with all students, but there are always community members with different personalities that my students can connect with,» says Sarah Segal, a Hood River seventh - grade English language arts, literacy, and social studies teacher.

Teacher of the Year Aims to Celebrate Teachers, Teaching National Teacher of the Year Kathy Mellor, an English as a second language teacher in Rhode Island, is eager to spend her term celebrating teachers and teaching and encouraging school - community partnerships to improve eduTeacher of the Year Aims to Celebrate Teachers, Teaching National Teacher of the Year Kathy Mellor, an English as a second language teacher in Rhode Island, is eager to spend her term celebrating teachers and teaching and encouraging school - community partnerships to improve edTeachers, Teaching National Teacher of the Year Kathy Mellor, an English as a second language teacher in Rhode Island, is eager to spend her term celebrating teachers and teaching and encouraging school - community partnerships to improve eduTeacher of the Year Kathy Mellor, an English as a second language teacher in Rhode Island, is eager to spend her term celebrating teachers and teaching and encouraging school - community partnerships to improve eduteacher in Rhode Island, is eager to spend her term celebrating teachers and teaching and encouraging school - community partnerships to improve edteachers and teaching and encouraging school - community partnerships to improve education.

With a hearty mix of creativity, cultural acumen, and professional expertise, teachers can help English language learners acquire language skills more rapidly — and foster inclusion in the school community.

An emphasis on listening can allow teachers and school leaders to clearly see the relationship between language, identity, and community.

Nikolas Cruz and Adam Lanza, for example, spoke a behavior language that their administrators, teachers, and community officials did not understand.

Strong programs that have the most effect, they found, are Native language and culture immersion programs that enhance student motivation, ethnic pride, and self - esteem; provide varied opportunities for parent and elder involvement; and provide investment in teacher professional development and «community intellectual resources,» as evidenced by «grow your own» approaches to Native teacher preparation.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

CEL has formed multi-year district partnerships with school systems across the country, from Alaska to Louisiana, helping administrators, school leaders, teachers, students, and communities build a shared language, vision, and mission for improving the quality of classroom instruction.

Teachers, parents and community members devised a strategy to help their large population of English - language learners, based on solid educational research and the committee's experience with Windham's children.

Support networks of teachers and administrators are critical for rethinking our curriculum and our role in larger community issues, to best serve the needs of poor, inner - city second language learners.

Teachers interested in integrating technology into their instruction «need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community» (Swenson, Rozema, Young, McGrail, & Whitin, 2005, Teachers interested in integrating technology into their instruction «need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community» (Swenson, Rozema, Young, McGrail, & Whitin, 2005, teachers, students, and the broader community» (Swenson, Rozema, Young, McGrail, & Whitin, 2005, p. 212).

LDA's submission to the Senate Standing Committee on Community Affairs on their Inquiry into the prevalence of different types of speech, language and communication disorders and speech pathology services in Australia noted the overlap between the work of speech pathologists, whose major area of interest is oral language, and specialist teachers, who provide support for students with reading difficulties.

These one - week summer seminars, held at prestigious universities and historic sites around the United States are open to full - time K - 12 history, social studies, and English language arts teachers; community college faculty; school librarians; National Park Service interpreters and New Teacher Fellows (students about to graduate from college with a degree in history or education, who intend to pursue a teaching career).

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

Instead of blaming them or throwing up their hands in despair, the teachers begin to use language of empowerment and persistence in finding a network of support for their instruction, their school environment, and the community.

But within whole - school teacher learning communities, the classroom teachers and English specialists can plan how to teach the basic norms and language of schooling to the newcomer.

At the structural level, content teachers and English language specialists should work together in professional learning communities to better understand their English learners» strengths and needs and to select or create instructional supports to address them.

In contrast, Lord and Lomicka (2014) reported the benefits of Twitter use in teacher education in terms of the formation of a community of practice among preservice and in - service language teachers.

The policy brief urges policymakers to support programs for the parents of English language learners, implement nontraditional programs that offer reciprocal involvement by schools and parents, sponsor targeted teacher professional development, and provide community - based education to inform parents about school values and expectations and help parents become advocates for their children.

Many will have very tough decisions to make in meeting the requirements and expectations of the new school financing law, implementing multiple new academic standards, preparing for a new state assessment in math and English language arts and balancing the requests of their many stakeholders (parent groups, teacher bargaining units, community and business leaders).

Working together, the National Board and ACTFL aim to further professional community building in world languages departments, strengthen the teaching of world languages, and increase the number of world languages students who learn from accomplished, Board - certified teachers.

He wants to create community - based afterschool programs, build a network of parents from charter and district schools, integrate Spanish, Portuguese and Creole languages into all school activities, and provide incentives for teachers to work in Newark.

Greene: Highline Public Schools serve five communities where more than 100 languages are spoken, and teachers that come from within district boundaries strengthen our entire system.

The 5D rubric gives school leaders an objective vision of what constitutes high - quality instruction and a common language for discussing it with peers, teachers, district leaders, and the community.

At Cypress Hills Community School, a Spanish / English dual - language school in Brooklyn for students in grades K — 8, the teacher team chose to focus their work on one of the schoolwide practices, «turn and talk.»

Together, the maps become a common language among students and teachers in a learning community.