Sentences with phrase «different needs of teachers»

«We identified that we were doing a lot of good STEM work already and we were in a good place to share our work and help meet the different needs of teachers and students in regional areas.»

Not exact matches

You also need to be a good teacher, know how to be motivational and be willing to work with many different types of people.

I suppose this is part of the reason we have different translations, and also why we need teachers who understand Greek, Hebrew, and cultural backgrounds.

In this essay, Wach noted that there was no one way or method which could be handed down from one generation of scholars and teachers to the next, because the approach will have to be adapted to the specific needs of each generation and different conditions prevailing in different countries.

If your child is spending a great deal of time on their homework each night, more than 10 minutes per grade level, talk with your child's teacher to see if the work needs to be reduced or if there is a different approach to doing the work that your child needs to try.

Working as a classroom teacher (and as a parent of three of my own), I know that some children are better able to adapt to and cope with new or different situations while others need to be supported and taught more intentionally how to manage their feelings.

Magee says she agrees that students and teachers, need to be evaluated, but she says every child is different, and portfolios of a student's work over time should be just as important.

That being said, every body is different and the greatest teacher of what you need is you.

Recognizing the natural effects of a yoga practice to be different for a 20 - year - old than a 70 - year - old, our teachers strive to give each student a practice that fits their needs.

There are many different types of yoga, and I recommend that you contact a yoga teacher to find out which type best suits your needs.

• Attend a Yoga Alliance Registered School with internationally recognized teaching professionals • Learn simple strategies to discover your true gift • Experience a combination of Western Science with Eastern Wisdom for the Modern Yogi • Transform a vision into a mission • Have fun and be connected with wonderful people • Learn to teach asanas (postures) with ultimate balance between the physical and the spiritual • Learn to teach modified versions of asanas (postures) with the help of props • Discover relevant and in depth mechanics of human anatomical systems supported by a dynamic multi-media presentation, worksheets and practical demonstrations • Learn a unique flow style of yoga, suitable for all levels; not just the physically fit and advanced • Master completely safe, injury preventative teaching instructions • Learn extremely precise and detailed teaching linguistics • Learn how to create simple yet complex yoga flows to guide those with different needs and abilities • Get ample opportunity for practicing teaching skills in front of live students and apply the skills learned in our teacher training in your practica with the help of an experienced, professional mentor.

Most of my schooling is in North Carolina, and what you have to take in college there to be a teacher is completely different from what you need to be a teacher in Louisiana, so if I take a teacher - assessment test, I might not pass it.

If we made the assumptions that teachers are highly trained professionals prepared to make the best decisions about their students» needs, would our culture of testing and teacher evaluation look different?

The evolution of technology though has provided smart solutions like distance learning, where a student doesn't need to be present in the classroom and can learn from teachers who live in different parts of the country by using online learning environments or distributed course materials.

Is it really realistic to require «teachers to embrace changes to their planning, teaching and assessment practices -LSB-...] create multi-streamed, differentiated lesson plans for each class, adjust their pedagogy to the different needs of individual students -LSB-...] and identify «flight paths» for where the student needs to be to maximise learning growth each year» (p. 56)?

The report, funded by the Commercial Education Trust, revealed that the negative perceptions around apprenticeships among students, teachers and parents hampers take - up and highlights how more needs to be done to ensure equal guidance for both academic and vocational pathways and challenge views about the suitability of different apprenticeships across genders.

A teacher needs not to label and separate students in different boxes of identities and abilities.

But the Qudwa Forum also expected teachers to be passionate and compassionate; to encourage students» engagement and responsibility; to respond effectively to students of different needs, backgrounds and languages; to provide continual assessments of students and meaningful feedback; to promote collaborative learning, tolerance and social cohesion; and to ensure that students feel valued and included.

Stay tuned: Tomorrow, in the second part of this special Q&A, Smithsonian Director of Exhibitions Kara Blond will be talking about the skills needed to stage and manage an exhibition, and how teachers can involve all students by assigning them these different roles.

Maybe one reason is that for many teachers and parents their memory of school is different and so our mental mindsets are being challenged and we are needing to rebuild our model of school.

In my own experience as an Aboriginal woman, the best teachers were those who treated me as an individual - they were aware of my cultural heritage and my needs, but they didn't make me feel different in front of my peers because of my Aboriginality.

This under the sea package provides teachers with different options to meet the diverse learning needs of students.

So, as we have posted on the Ed Next blog before, our nation needs a different strategy: extending the reach of excellent teachers.

The three - day conferences will provide various sessions tailored to the different technology needs of administrators, librarians, and teachers, with seminars on everything from computer applications to...

Creating a global network of expertise and knowledge - sharing on ICT in education would serve the needs of three different user communities, namely policy - makers, researchers, and teachers.

Blended learning, the mix of online learning in brick - and - mortar schools, can shift how teachers allocate their time by allowing them to actually work with students based on individual students» needs, rather than simply lecturing to an entire class that may have vastly different levels of understanding.

If the teacher can claim «a variety of center - based activities, for purposeful learning using different strategies, and for students to flow as needed,» she can pat herself on the back.

They then set up a team of staff from different areas of school such as administration, senior management, technicians, governors and of course teachers to decide what was needed in the LP.

Emma believes it needn't be intimidating: «The thing about technology is that different teachers can hook onto different ideas and apps and play to the strengths of the pupils.

This has to start at school, with PE teachers being understanding of different girl's needs, but also creating a comfortable environment in which girls feel empowered to work within the changes they experience each month.

Both learners and teachers need more time — not to do more of the same, but to use all time in new, different, and better ways.

Classes do not follow the ordinary timetable, the official curriculum of each discipline respectively, but a new, different programme — conceived by the teachers in accordance with their students» interests and needs.

As your child adapts to this different method of teaching and learning, it may be advantageous to talk with the teachers about areas of strength and where support is needed.

«Each class is at a different stage in the program and teachers pace the lessons according to the needs of the children.

What can teachers do to manage the complex needs of many different students?

Each Perfect Picture Stories for Excellent Writing Packet includes: • 4 pages of different 6 - framed pictures stories (good for speaking practice, too) • stimulus questions for each story • vocabulary • lists of linking words, temporal words, transitional words and many more words for more better writing • guidelines for excellent writing using Perfect Picture Stories • simple rubric for easier grading and checklist for students Perfect Picture Stories address the needs of teachers for the creative visual prompts, the lists of linking, transitional, temporal and other essential words, and the guidelines for better and more fluid writing.

As teachers we need to shape what we teach to fit the different interests and talents of our students.

Compound these examples of diversity with differences in prior achievement, confidence, identity, and aspirations, and you're left with what most teachers face every day: 30 students who need and want different things, and 42 minutes to make something special happen.

Hanushek suggests a different approach: «We need to refine the evaluation of teacher effectiveness, and we need to introduce the serious use of evaluations into the schools, evaluations that guide tenure, retention, and pay decisions.»

The question of whether affluent and disadvantaged kids need a different kind of education — different instructional strategies, different curriculum, maybe even different kinds of teachers — is a serious one.

Teachers organize themselves around tiered instruction in a variety of different ways and it depends on teacher strengths and student needs.

The answer is that teachers - whether they are subject specialists or generalists - need a wide range of different skills and attitudes if they are to assist their students achieve high outcomes.

If teachers are to provide all students in a class with learning experiences that will stretch and challenge them, they must be able to differentiate their teaching to meet the needs of students who are at quite different points in their long - term progress.

By using a web - based tool like Basecamp, ProofHub, Wrike and the likes, better communication and collaboration can happen among teachers of different countries and they can learn each others» way of teaching without the need to physically visit their schools.

In her May 13, 1999, testimony before the House Committee on Education and the Workforce, Feistritzer acknowledged that the term alternative teacher certification can mean many different things, «from emergency certification to very sophisticated and well - designed programs that address the professional preparation needs of the growing population of individuals who already have at least a baccalaureate degree and considerable life experience and want to become teachers.»

Most passionate teachers I have met understand that students need something different to what is in the Australian Curriculum or what the system is meant to provide, so this is not news to many of you.

Its findings highlight a need for there to be further research to explore how the geographical flows of trainees into the teacher workforce and during their careers «could increase understanding of the dynamic picture within and across different areas and help to develop policy solutions».

One of the teachers, Deborah Smith, has praised the system, saying: «It has enabled me to differentiate my teaching to meet the needs of different groups.

The primary aims of this study are to document the process of moving towards new, integrated systems in each of these cities; to highlight which strategies moved the cities forward in creating these systems and what barriers the cities encountered; to examine how these cities incorporated the needs of students with disabilities, English language learners, and students from different economic backgrounds into their system designs; to understand how students, teachers, and parents, and others experience elements of the new system and how these experiences differed for students with special needs; and to document quantitative outcomes on a range of measures, disaggregated by student subgroup.

Earlier this year, the Fordham Institute's Mike Petrilli — a former Bush - administration official and NCLB champion who has since expressed concerns about the law — observed: «The question of whether affluent and disadvantaged kids need a different kind of education — different instructional strategies, different curriculum, maybe even different kinds of teachers — is a serious one.