Sentences with phrase «do effective teachers»

How do effective teachers help their students get the most from homework?

What strategies do effective teachers use to maximize instructional time?

How do effective teachers of high - ability students make use of resources in planning for instruction?

And the questions we should ask are: What do effective teachers do, and how do we identify those qualities most desired in the best teachers?

Not exact matches

Additionally, I do agree that if believer's at a given church are not effectively being taught the Word of God, and they believe they need a more effective teacher to better learn the Bible, it is their right to seek one.

There are plenty of deeper - learning skeptics out there, and one of their chief concerns is that while project - based learning in the hands of a well - trained educator can be used in the classroom in a highly effective way, it is also a technique that is easy for an unprepared teacher to do quite badly.

When Memphis City Schools dietitian Kim Stewart wrapped up the session she did so with a short but effective anecdote about a teacher who had a real change of heart about breakfast in the classroom.

«I do not care how good the teacher is, if class sizes continue to grow, our classrooms will be less effective environments for learning, and that is unacceptable to the future of our State in my view.»

It contends that current laws, which allow a teacher to earn tenure after three years of employment, are arbitrary and do not give school officials adequate time to assess whether a teacher will be effective.

«Until every classroom has a highly qualified, effective teacher, we must standup and protest unjust learning conditions — exactly what we are doing here today.»

The Governor's policies would ensure we recruit and retain high performing teachers, that we don't give lifetime jobs to teachers who are not effective, that we can remove low performers from classrooms, and that the interests of students are put first.»

As many of us can attest from experiences in undergraduate or graduate school classes, having a professor with a doctorate does not always mean having an effective teacher.

Most of us would like to think we are doing the best to stay healthy as individuals, but some of the most effective preventative measures are initiated at a national level by government — based on the best available evidence and research — and need to be taken up by all sectors of society including teachers, employers, designers, and businesses.

Aside from how effective the workout itself is, what separates Pure Barre from any other workout I've done in the past is the family environment that exists between staff, teachers, and clients.

The inclusion of a number of almost ridiculous coincidences within the storyline (ie Dwight's ex-wife is Ethan's daughter's teacher, Ethan eventually hires Dwight as his lawyer, etc) certainly doesn't help matters, although it does remain fairly easy to overlook such concerns thanks to the uniformly effective performances (Phoenix is especially good here).

The YouGov survey found that 43 per cent of the teachers questioned believed the premium had been effective in improving outcomes for poor pupils, while 19 per cent of respondents said they did not know.

Now, education researchers at California Polytechnic State University at San Luis Obispo have come up with a new and effective way to do just that, in the process reenergizing teacher assessment through a classic film technique known as point of view.

I think we need to be clear what we mean by personalized learning - to me it means that students get what they need when they need it and effective formative assessment can help both teachers and students do that...

In the International Education Policy (IEP) Program, you will explore some of the most challenging issues facing teachers and learners worldwide — how to educate students in refugee camps; how to improve girls education in Afghanistan; how to deliver effective HIV / AIDS education in Malawi; how to help young people develop the skills they need in the 21st century — and be constantly challenged and asked, «What would you do?»

If you are a teacher who loves to create lessons, but like me, did not know how to turn my already effective lessons into CCSS material, this book will help you do just that.

Even if you are the kind of teacher who accepts that you are doing your best and it is up to the student to change, this book will give you an insight into how to be more effective and enjoy your work.

So I encourage my undergraduates to think critically about what they do and to think about how they can work with other teachers, work together to apply fair and effective models around behaviour.

It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking) or from notes; can be set as homework to complete after the Theme has been studied.

A close look at the financial assumptions that undergird their plans shows that the states themselves don't believe these incentives are effective at retaining teachers; in fact, they count on high rates of teacher turnover in order to balance the books.

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

Effective parents and teachers do not leave that reality to chance.

It is a need that schools and teachers should embrace (and effective ones already do) but not alone.

According to many teachers, one of the most effective ways of doing that is to invite local veterans to share their stories with students.

An effective teacher who reaches her «magic year» of retirement doesn't suddenly become ineffective upon reaching that year.

In partnership with CLG, the West Clermont team came to recognize that an effective and sustainable reform plan could come about only if it was initiated by those doing the school's work at the ground level, namely, teachers and administrative staff.

For centuries, effective teachers discovered through experience what strategies to use and how to implement them, without knowing why the strategies worked, or didn't work, on various occasions.

Classroom «Crisis»: Many Teachers Have Little or No Experience MSNBC, September 26, 2011 «While education experts caution that lack of experience isn't necessarily an indication of a teacher's ability, student achievement scores do show that on average a first - year teacher is not as effective as a third - year teacher, said Susan Moore Johnson, an expert on teacher recruitment and retention at the Harvard Graduate School of Education.»

Last week, the House Committee on Education and Labor held a hearing on the topic of what the federal government can and should do to make the distribution of effective teachers more equitable.

Field notes from the group totaled 260 pages, and the doctoral students took two days together to do data analysis and a literature review of effective teacher programs.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

Supportive interventions can help some students, but these interventions are often implemented too late (after years of reading failure, despite evidence that taking action is most effective in kindergarten and first grade) and haphazardly (schools and teachers often do not know what can work for various types of students).

Studies suggest that teachers with bachelor's degrees and specialized training in early education are more effective than those educators who don't hold such credentials, says a report on early - childhood education and teacher preparation.

And realistically there's over 30 years of really good research that's been conducted into what effective teachers do and in particular what classroom management practices are effective as well.

A new study finds that teachers hired during recession periods are more effective in math than teachers who are hired in more secure times because stronger applicants apply for teaching jobs when the economy is not doing well.

Their findings from Cincinnati offer new evidence that «evaluations based on well - executed classroom observations do identify effective teachers and teaching practices.»

For strong teachers, effective execution means ensuring that everything we do contributes to the goal of student learning.

Correlation does not imply causation, however, and it would be important to use archival data to study the introduction of specific policies regarding teacher recruitment and retention to see whether these policies achieve more diverse teaching forces as a consequence — or whether diverse teaching forces achieved via these policies are more or less effective than are those otherwise observed.

The hardest part of capacity building is not identifying effective instructional methods or putting this information in the hands of teachers, but getting teachers to change what they do every single day.

Effective teachers, Farr writes, «convince their students that they can reach their big goals if they work hard enough, and that doing so will make a real difference in their lives.»

The tautological subtitle of Teaching as Leadership is «The Highly Effective Teacher's Guide to Closing the Achievement Gap» and the book's tone of unquestioning confidence risks doing a disservice to the new teachers who are the book's target audience.

Teachers can define for themselves «what counts» as effective instruction by asking: «What evidence do I have that my students are learning?

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

There are plenty of details that need managing, but when teachers do that in the context of leading their students to help create a more effective place to learn, handling the details works much more smoothly and naturally.»

A new working paper [PDF] by HGSE Associate Professor Martin West and colleagues does just that, and the findings suggest that when the overall prospects for job seekers are limited, more effective teachers make their way into the classroom.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.