Sentences with phrase «encourages students at every grade»

RocRead encourages students at every grade level to read with their families over school breaks and summer vacation.

Not exact matches

«Double - dose» algebra — providing two consecutive periods of math instruction for under - achieving 9th grade students — is considered a potentially promising alternative to the «algebra for all» policy, which encourages more students to take algebra and at earlier ages, but may put struggling students at higher risk of failure.

So it's encouraging that de Blasio wants all students reading at their grade level by the end of second grade.

This multi-lesson learning project encourages students to read engaging texts at their grade level and also works to promote habitual, independent reading in all students.

The next president could also encourage states to pay more attention to students who are doing work not just at grade level, but above it.

Teachers and administrators at Health Sciences High and Middle College in San Diego, California, wanted to create a grading system that reflected understanding while still encouraging students to practice.

As the leader of the innovation team (a group of eight teachers representing different grade levels), Koenig shares student - tested projects at faculty meetings to encourage teachers to use the makerspace.

During my 30 years of teaching fifth grade, I've always encouraged my students to look critically at problems and to learn from mistakes.

«This agenda takes up some key recommendations of the commission and addresses long - neglected problems that have inhibited effective teaching,» said Maddie Fennell, the chairperson of the Commission on Effective Teachers and Teaching, and a fourth - grade teacher at Miller Park Elementary in Omaha, Neb. «It's a crucial step toward more effective teaching and student learning and encouraging the union to meet those needs.»

Montessori Schools These schools, which typically group students by age rather than grade, shun formal testing, and encourage students to progress at their own pace, were the creation of Maria Montessori, an Italian physician who founded the first school in Rome in 1907.

«Many of my students don't have computers or Internet access at home, so I encourage them to go to the public library after school to do their homework,» said Phina Ihesiaba, a sixth - grade social studies teacher at KIPP Academy of Opportunity.

3rd place: ENL New Arrival High School Students: Encouraging Communication in a New Language by Mindy Lewis - Hitch, the 9th grade English as a New Language Department Lead Teacher at Ben Davis 9th Grade Center in Wayne Township, IN.

The VersaTiles Literacy, At - Home Activity Book for Grade 2 contains all the essential content for this grade level in an exciting, full color format that encourages students to explore.

Therefore in each course and at each grade level, students shall be encouraged to participate in establishing grade goals, suggesting interest areas, planning classroom activities and appraising the courses.

As I spend my weekend reviewing lesson plans, grading papers, making contact with students and parents, and reviewing my PPG and SLO, I encourage the state legislature to take a look at the reality of our public schools.

Preceptors are encouraged to monitor the students» grade book to ensure that the student is on schedule and completing assignments and exams at the required time intervals.

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksStudents to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to transfer their new knowledge to new analysis and writing tasks.»

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

FIVE KEYS SCHOOL, Aurora, MO (6/2014 to 8/2014) Substitute Teacher • Created and implement core curriculum, based on each student's specific needs • Developed and implemented lesson plans in sync with students» varying educational needs • Researched for teaching materials and developed resources to use during class instruction • Imparted lessons in accordance to implemented curriculum and ensured that each student is at par with the information provided • Answered students» questions and assisted them in understanding difficult concepts • Encouraged students to think on their own by inspiring them to work independently • Marked and graded class assignments and homework • Created and administered tests on a periodic basis • Assessed students according to their individual milestones and created correlating reports • Maintained student information in a safe and confidential manner