Sentences with phrase «did teacher reflections»

To what extent did teacher reflections explain how lessons were implemented and why student learning did or did not occur?

Not exact matches

When I look into the eyes of my children I can see a reflection staring back at me that trusts that I will be available... that I will take care of them... that I will do the work that is needed to surrender into me, into the moment, into who they are so that I am present for each of them to blossom into the great teachers that they are and will continue to become.

From the beginning, I try to build in time for reflection and discussion with teachers so that it does not become an afterthought.

Teachers can also help students learn how to do self - reflection as they work with technology tools.

Catching Up With Our Bodies: Reflections on Teacher Burnout Does teaching consume your life?

Not seeing one's reflection in teachers or other students makes one feel as if she doesn't belong.

Thus the portfolio includes videotapes of the teacher working with students across a range of lessons, lesson plans, student work samples with teacher feedback, and the teachers» continuing reflections on why they are doing what they do.

And I discovered that doing it well means respecting what we know about teacher learning, which has to do with self - assessment, reflection on practice, and professional conversation.

Reflection is something we think our students should do regularly, whether through journals or summaries of activities, but, because our professional development doesn't require reflection, many teachers don't know how to do it tReflection is something we think our students should do regularly, whether through journals or summaries of activities, but, because our professional development doesn't require reflection, many teachers don't know how to do it treflection, many teachers don't know how to do it themselves.

When Teacher shares examples of how evidence is being used to inform future action it's usually educators who are doing the analysis and reflection, but in this case it's students who've been digging into school data.

This doesn't always happen easily, but this is where teacher / student reflection and conversation come in.»

Teachers do this by setting expectations, facilitating student reflection, and going over the necessary elements of a successful conference.

The report, entitled «They are children... not robots, not machines - The Introduction of Reception Baseline Assessment», discovered that 60 per cent of teachers do not think baseline assessment scores give an accurate reflection of children's attainment, while only eight per cent of teachers think baseline assessment is a fair and accurate way to assess children.

He argues that in order to understand how well schools are doing, we also need to collect «small data» using teachers» and students» «observations, assessments and reflections» of the teaching and learning processes in classrooms.

In weighing their options, members of the new administration would do well to read Chad Aldeman's reflections on their predecessors» efforts to overhaul how American teachers are evaluated, an agenda the Obama team pursued through a series of incentives for states devised within the executive branch (see «The Teacher Evaluation Revamp, in Hindsight,» features).

One benefit of doing the reflections in a smaller setting is that the teacher can monitor the quality of reflections more closely.

If your students do well and meet or exceed the standards, it is a reflection of what the teacher has done.

On the positive side, 20 students felt they had done adequate reflection on their development as both a teacher and a learner.

The transformation section of the Framework helps teachers act on their reflections in terms of their use of the types of learning experiences and what they can do to contribute to improved instruction (e.g., advocate for decisions that support positive student outcomes, share results of using one of the Framework's categories of learning experiences).

I think your reflections and reasoning are sound: many people do start with Part 4 as it is the part with most teacher and student choice so there is more flexibility and you can then turn this into an «introduction'to your course,...

So how do we recognize quality assessment as it is being lived out in classroom spaces, and how can leaders support teacher reflection on assessment practices?

Character education comes from teacher exemplars; character education comes from discussions / reflections within academic areas; character education comes from activities — the wisdom from doing those activities.

Among these similarities are that both case studies (a) span a four - day lesson sequence, (b) were filmed in urban classrooms, (c) involve lessons that actively engage students in doing mathematics and explaining their thinking, (d) allow the viewer to hear the reflections of the teacher voiced before and after the lessons, and (e) were created by some of the same developers.

Doing so, however, may have implications for preservice English teachers» reflection.

The end - of - semester evaluation asked the preservice English teachers the following question: «Do you feel your choice of technology medium affected your reflection in any way?»

What do teacher - learners» reflections report about what worked when they integrated video production in their classroom?

I have too often witnessed time being spent reviewing data from a common assessment only to have teachers leave the session and go back to their classrooms to start instructing the next standard no differently than if they had not done the reflection on the data.

How do preservice teachers view the specific technology medium they choose for reflection?

Hawkes and Rosmiszowski (2001) discovered that computer - mediated discourse achieves a higher overall reflective level than do reflections generated by teachers in face - to - face interactions, recognizing the value of time independence for providing a greater chance to ask reflective questions.

The rubric paints an in - depth portrait of teacher practice that is designed to encourage professional self - reflection, with assists from principals asking: «Where do you see yourself now?

As an impressionable teenager, my love of maths and science was, on reflection, more to do with my admiration for my warm, funny, passionate and competent teachers than the subject content itself.

In order to make a true difference in attitude, teachers need time (and money, as necessary) to do professional reading and reflection (professional journals, discussion, writing), attend regional or national multi-day conferences, conduct peer and self observations and analysis, and / or perhaps join a Critical Friends group.

While the Teacher Disposition Survey did not provide quantitative evidence of broad change in our qualitative research, particularly in teacher candidate reflections and interviews, the resources appeared to be having an impact on their orientation toward student thinking and their efforts to anticipate students» experience of the matheTeacher Disposition Survey did not provide quantitative evidence of broad change in our qualitative research, particularly in teacher candidate reflections and interviews, the resources appeared to be having an impact on their orientation toward student thinking and their efforts to anticipate students» experience of the matheteacher candidate reflections and interviews, the resources appeared to be having an impact on their orientation toward student thinking and their efforts to anticipate students» experience of the mathematics.

Do their reflections about their teaching effectiveness differ compared to reflections of teachers who did not experience such a course?

Do teachers who experienced a video - enhanced teacher preparation course focused on student - centered analyses of lesson effectiveness incorporate such analyses in their reflections about their teaching effectiveness at the end of their first year of full - time teaching?

Despite its many benefits, reflection is a relatively uncommon professional practice (Gelter, 2003), suggesting that more must be done at the university level to encourage preservice teachers to take reflective practice with them into their future classrooms.

A preservice teacher using email acknowledged that audience played a role in her reflection, writing, «I think that because it was an email, I was more conscious of my audience,» but did not elaborate on the effect of that audience.

The preservice English teachers did not point to any future use of the collected reflections, however.

While there is agreement among education researchers that reflective teachers are effective teachers, there very little evidence in recent research to recommend just how much reflection teachers need to do.

Teachers spend so much time preparing for and delivering lessons, that it is easy to see why they often do not spend their valuable time to record their reflections on lessons in journals unless required.

How frequently do you engage in your own self - reflection and self - assessment of your attitude toward yourself as a classroom teacher, your attitude toward your students, and your attitude toward your practice as a classroom teacher?

Allowing teachers to do this fosters reflection and emphasizes reactive teaching, which drives them to further examine their practice critically and analytically.

Although learning technology does not inherently change teaching, instructors or facilitators can use technology to leverage teacher reflection that may possibly lead to reform over time.

To do this correctly, it is advisable to use a copy of the substitute teacher job description when writing this section provided the duties and responsibilities highlighted in it are true reflection of your experience.