Sentences with phrase «early grade teachers»

These studies suggest early grade teachers do better when they «specialize» in a small group of students, rather than a certain academic subject.

«It would lead to firing arts, music, and other specialist teachers in exchange for hiring more early grade teachers.

But many early grade teachers with students struggling in math appear to be more likely to use ineffective teaching methods, according to a new study.

Elementary teachers now face far fewer classroom supports than several years ago, thanks to years of state cuts to classroom supplies and early grade teacher assistants.

Not exact matches

She had to wear long winter underwear and heavy overshoes in bad weather; she remembers vividly how in grade school her teachers would let her start getting ready to go home five minutes earlier than the rest of the class because of all the layers she had to put on.

The sacred bond that is birthed in early childhood between the teacher and student grows and transforms when the child enters the grades.

Working as an Early Childhood Assistant for a reading specialist and later in grades 1 - 3, Pam became more aware of the pressure on teachers to push children to learn subjects faster and earlier than perhaps their development warranted.

She is a passionate 1st grade teacher and loves early childhood education.

At Sunbridge Institute, you can prepare to become a Waldorf birth - to - age - seven educator through our Early Childhood Teacher Education Program, a Waldorf grades -1-8 class teacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EduTeacher Education Program, a Waldorf grades -1-8 class teacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher Educgrades -1-8 class teacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher Eduteacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EduTeacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher Eduteacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EducGrades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EduTeacher Education or Grades 1 - 8 Music Teacher EducGrades 1 - 8 Music Teacher EduTeacher Education.

During my tenure, I worked as a Early Intervention Program teacher, a Curriculum Support teacher, a Special Instructional Assistance teacher, a Reading Recovery teacher, and a Kindergarten through Fifth grade classroom teacher.

Lastly, my father tells the story of how, back in the early 50s when he was in first and second grade, his school teacher would have the whole class, every day, put their heads down on their desks after lunch for a 10 - minute rest.

Berkeley Rose Waldorf School is seeking Waldorf - trained substitute and camp teachers for its grades and early childhood programs.

You may also be interested in one of these workshops taking place June 29 - July 1, immediately proceeding the start of your course: Singing & Dancing Together in Grades 1 - 6: Musical Activities for Your Class, or (for new, untrained teachers) Waldorf Weekend: Foundations and Fundamentals of Waldorf Education from Early Childhood through High School.

Saugerties High School senior Austin Beaudette and Saugerties Junior High School eighth grade student Kira Daniels were selected as Mid - Hudson / Westchester region honorees by the New York State Association of Foreign Language Teachers (NYSAFLT) earlier this spring.

«Most teachers do not teach tested subjects and the state must now spend many millions of dollars to test teachers of the arts, early elementary grades, physical education, and high school subjects,» she said.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

BOX 4, Q -1-3 SAPA Experimental Edition, Part 3 (prepared for testing in the early grades), 1963 Experimental Edition, Part 4 (prepared for testing in the early grades), 1963 2nd Experimental Edition, Part 2 (prepared for testing in elementary schools), 1964 2nd Experimental Edition, Part 3 (prepared for testing in elementary schools), 1964 3rd Experimental Edition (prepared for testing in elementary schools), 1965 Parts 1 and 1B Part 2 Part 3 Part 4A Competency Measures, Parts 3 and 4, 1965 The Psychological Bases of SAPA, COSE, 1965 Commentary for Teachers (prepared for testing in elementary schools), 1965 3rd Experimental Edition, (prepared for testing in elementary schools), 1965 Parts 5A and 5B Part 6B Part 7A Part 7B 3rd Experimental Edition, 1st Revision (prepared for testing in elementary schools), 1966 Part 5 Part 5 Part 6 Test Sheets, Parts 5 - 7, 1966 4th Experimental Edition, Part 6, (prepared for testing in elementary schools), 1967 4th Experimental Edition, Part 7, (prepared for testing in elementary schools), 1967 Guide for Inservice Instruction, Response Sheets, 1967 3rd Experimental Edition, Commentary for Teachers, 1968 Guide to Inservice Instruction, Supplement, 1969

With good grades and an inspirational teacher, whom he credits for his early love for chemistry, Richards was able to study that subject — and also math and economics — at A-level.

My early elementary school memories up through ninth grade are of teachers struggling to maintain class discipline with occasional coverage of academics, but the students did learn how to survive under difficult circumstances.

And the announced enhancements, which included kindergarten literacy assessments, full - day kindergarten, smaller class sizes, keeping teachers and students together during the early grades, and individualized learning plans for students at risk of being held back, gave no indication of how dramatic the changes were.

Since students in the early grades generally have a limited attention span and suffer from learning fatigue in a more demonstrative way than older students, elementary school teachers are constantly forced to manage the learning state more acutely than teachers of middle school and high school.

In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in Europe.

I refuse to pretend that it's caused no mischief in our schools — narrowing curriculum, encouraging large amounts of ill - conceived test prep, and making school a joyless grind for too many teachers and students alike — but neither can any fair - minded analyst deny that there have been real if modest gains in our present era of test - driven accountability, especially for low - income black and Hispanic children, particularly in the early grades.

Although 43 states are employing strategies that encourage elementary teachers to teach higher - order thinking skills, few have developed comprehensive policies for reforming the curriculum to include such skills in the early grades, a study by a federally sponsored research center shows.

I was a dedicated first - grade teacher when I started teaching over nine years ago, and I appreciate the importance of inspiring writing at the earliest ages.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

Early in the 20th century, opposition to overt discrimination and demand for greater teacher skills led to the current single - salary schedule, which pays the same salary to teachers with the same qualifications regardless of grade level taught, gender, or race.

On the downside, one aspect of teaching that causes more dread than excitement for early career teachers is grading.

Michaelson estimates that the process of administering the test to a class, hand - grading each one, analyzing the class results, and discussing them with him takes each teacher anywhere from three hours for the reading assessment in the early part of the year to seven hours for math near the end of the year.

In the early grades, this lesson can be performed as a teacher - directed group activity in which the teacher reads the information to the students and they work together to complete one monument.

Among the many challenges facing early career teachers, grading can be especially daunting, so we've collected some pointers to make it easier.

So every year, at least 800,000 teachers in the U.S. are chronically absent, meaning they miss about 9 million days of school between them, resulting in roughly 1 billion instances in which a kid comes to class to find that his or her time is, more often than not, being wasted (or if you prefer, about a billion hours of wasted class time, since students in the early grades don't have «periods»).

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

The DeWitt Wallace - Reader's Digest Fund has awarded a three - year, $ 1.1 - million grant to the University of North Carolina at Chapel Hill's Center for Early Adolescence to help improve the preparation and training of teachers and staff members in the middle grades.

And while the Advanced Placement Incentive Program is not a «pure cash incentive program» (it also involves teacher training and curricular changes in earlier grades intended to insure students are prepared for AP courses), the results suggest that thoughtfully designed programs that include cash incentives for students can promote college readiness.

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

We excluded kindergarten and first - grade teachers because earlier achievement exams were not available for their students; this prevented us from developing a «value - added» measure of student learning.

Teachers at all grade levels can use articles such as «Earliest Signs of Advanced Tools Found,» without having to be Yale anthropologists in order to follow them.

Does that mean they need special ed — or better reading teachers in the early grades?

’08, a sixth - grade math teacher, says her school also makes it clear early on that each family is valued.

This practice helps teachers build strong relationships with students and families, and supports alignment between pre-K and the early elementary grades.

A parent - teacher partnership for improving early grade reading skills is measured by a stretch indicator.

In children's early years (grades K - 3), personalized instruction is the more prominent gear and is propelled by teachers and parents.

The APIP includes teacher training conducted by the College Board and a curriculum for earlier grades that prepares students for AP courses.

As a 5th grade science teacher you are responsible for content previous teachers were supposed to teach in the earlier grades.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

I recalled my early high school years and a teacher I had, Mr. Roth, who went above and beyond to educate my ninth - grade class on Civil Rights history and involve us in civic engagement, while specifically connecting us to current issues challenging civil rights and civil liberties.

In early September, in their grade - level teams, teachers determined which of the power standards to focus on based on this criteria: