Sentences with phrase «do in the classroom matters»

What faculty do in the classroom matters most!

Everybody agrees that what teachers do in the classroom matters deeply.

The growing consensus: What teachers actually do in classrooms matters most; old pay measurements need to be overhauled; and smart compensation systems will recognize and reward effectiveness, however it is measured.

The research is clear: What teachers do in their classrooms matters.

Not exact matches

While religious perspectives have nothing to do with the technical content of a lecture, they are relevant to a number of aspects of the academic situation.1 Where appropriate to the objectives of the course and closely connected with the subject matter, some of the questions which we have raised about the effects of an invention on society or the ethical dilemmas faced by the scientist can legitimately be mentioned in the classroom.

It might seem aggressive, but in all reality the kids who show up in my classroom as freshmen who are having those conversations at home don't need to be convinced that school matters.

Early reading in schools is necessary so that the teacher can give children classroom assignments rather than working individually with each of them, but at home it doesn't matter.

In order for your child to do well in a kindergarten classroom (or any classroom for that matter), his communication skills need to honeIn order for your child to do well in a kindergarten classroom (or any classroom for that matter), his communication skills need to honein a kindergarten classroom (or any classroom for that matter), his communication skills need to honed.

Unless it's an in - classroom lunch (we do have those), there isn't any reason for food to be in the classroom, or on the playground, for that matter.

«When they put it in our classroom and I saw everything that it could do just playing with it, and my kids were so excited, I could see what a difference it made in a matter of weeks,» says Armstrong.

Finish this sentence: I love what I do because... each person matters, and you never know who is sitting in your classroom.

Say things like, «What you just did is unacceptable in our classroom, but no matter what you do, I'm still on your side.

It's simply a matter of applying these skills and knowledge and... this doesn't work for kids who don't fit in or have disabilities or whatever, whose behaviour we decide is unmanageable, they are moved out of the classroom so there's exclusion built into the manage - and - discipline model of behaviour.

In The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and «Tougher Standards,» he argues in favor of schools in which students are intellectually engaged and encouraged to grapple with rigorous problems: schools, in other words, in which correct answers matter, but so does reaching those answers through a complex process that may involve making errors and misunderstanding concepts along the waIn The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and «Tougher Standards,» he argues in favor of schools in which students are intellectually engaged and encouraged to grapple with rigorous problems: schools, in other words, in which correct answers matter, but so does reaching those answers through a complex process that may involve making errors and misunderstanding concepts along the wain favor of schools in which students are intellectually engaged and encouraged to grapple with rigorous problems: schools, in other words, in which correct answers matter, but so does reaching those answers through a complex process that may involve making errors and misunderstanding concepts along the wain which students are intellectually engaged and encouraged to grapple with rigorous problems: schools, in other words, in which correct answers matter, but so does reaching those answers through a complex process that may involve making errors and misunderstanding concepts along the wain other words, in which correct answers matter, but so does reaching those answers through a complex process that may involve making errors and misunderstanding concepts along the wain which correct answers matter, but so does reaching those answers through a complex process that may involve making errors and misunderstanding concepts along the way.

Well - designed projects challenge students to choose an issue that matters to them, invest time in authentic research, interact with the world outside the classroom, and then do something that will achieve real results.

It's a matter of what teachers can do to make a difference in their students lives with the 4.25 hours a day they have to cover the curriculum in the context of their school and classroom.

What we do know is that pre-K teachers» training in child development, experience in working with young children, and support systems focused on their instructional behaviors and classroom management do matter — for the quality of both of teachers» social interactions with children and their implementation of curricula.

What the iPad, or any web - enabled device for that matter, allows us to do in the classroom is build upon the convergence of powerful hardware and dynamic teaching.

Using storytelling and personal narrative to help young people express who they are, what has shaped their worldview, and what matters to them builds trust in the classroom, and allows students what can often be rare proximity to people who feel or think differently than they do.

But there's an elephant in the virtual room that we all have to address, and one as educators we need to embrace fully in our classrooms: your opinions don't always matter.

It doesn't matter what your comfort level is with technology in your classroom — without a continuous professional - development plan, you will never be as effective as you can be.

In a nutshell, if appropriate methods for completing the desired educational goals are used, the medium, being eLearning authoring tools or classroom - based training, does not matter that much.

In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foIn urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared foin the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?

Former Teachers College president Arthur Levine and longtime teaching guru Martin Haberman have long ago shown that ed schools do an abysmal job of recruiting aspiring teachers who have strong subject - matter competency, the strong entrepreneurial and self - starting drive to work in classrooms and the empathy and care for children needed to be successful in the classroom.

«When you see the kids and you see what's happening in their classrooms, it doesn't matter if you have to be the custodian or the nurse because you're doing what you set out to do and that's providing children with an education,» McKinsey said.

It doesn't matter if you are a student, teacher, home - schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology.

Brandon Clark agreed, and emphasized how important it is that educators also work to build strong relationships with parents to support the work they're doing in the classroom, no matter how long it takes.

To make matters worse, we often exacerbate a group of already jaded educators when we forget to celebrate the many great things they are already doing in their classrooms on a regular basis.

Witnesses told the subcommittee that what matters most is how well teachers do in the classroom.

But it has been my experience as both a classroom teacher for 24 years and a staff developer in schools for more than a decade that the questions kids ask typically either seek clarification on procedural matters (Which numbers are we supposed to do?)

The «less accountability» crack is especially hypocritical given the fact that the unions are forever railing against teacher accountability, and do their level best to keep every teacher — no matter how incompetent or criminal — in the classroom.

: The worst student to teacher ratios in the country; near the worst per pupil funding in the US; low starting salary schedules that shortchange new teachers so the oldest teachers can be overpaid, though all do the same work; LIFO policies so that younger teachers are always fired first no matter how good they are and no matter how poor senior teachers are; teacher layoffs expected at every recession, with waves of recessions expected indefinitely; bad funding in the absence of recessions and worse funding in recessions; constant loading with additional requirements and expectations; poor and worsening teacher morale; poor and worsening working conditions; ugly architecturally uninspired facilities and often trashy temporary classrooms; inadequate learning materials, resources and technology; inadequate administrative support with the worst student / administrator ratios in the county; inadequate librarian, psychologist, behavioral specialist, counselor, nurse support due to the worst ratios; inadequate student discipline structures; and much more...

«Time in the classroom, lessons learned, and mentorship do matter.

In the past, content literacy instruction did not easily find its way into subject - matter classrooms, despite the attention given to it by literacy researchers and educators (Ratekin, Simpson, Alvermann, & Dishner, 1985).

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

She spoke passionately about all the things we do not currently measure that matter, such as feeding hungry students, noisy classrooms where active learning is happening, and kids getting messy in the classroom.

As such, charter schools operate under a much less stringent regulatory environment in which results matter but inputs do not — charter school leaders and teachers have the freedom to run their schools and classrooms as they see fit, and are held accountable only for their students» academic outcomes.

«Teachers have been pulled in and out of our classrooms like they don't matter.

Why does it matter if teachers use tech in their classrooms or not?

«There's always more than enough to do, no matter who's in government, and we expect to be continuing to do the great work the CCLA has done in the past, in the classrooms and in the courts and on the streets, and we'll continue to do that.»

The role of a good character in 12 - year - old school children: Do character strengths matter in the classroom?

Gap between theory and practice — Understanding the content of How Does Learning Happen is one matter, but implementing it in the classroom is another and there's a big gap between the two.