Sentences with phrase «experience of the teacher concerned»

While they are interpreted differently according to the context or experience of the teacher concerned, they do prescribe a set of expectations which all teachers must meet at a level appropriate to their phase of development.

Not exact matches

A multimodal learning system is also beginning to emerge: instructor - centered learning, which is the traditional approach, but with technology that helps the teacher mediate the delivery of courseware and instruction; pupil - centered learning, in which the student uses Internet resources to expand learning experiences; and collaborative learning, in which the student and others on the Internet work together on cross-disciplinary projects concerning open - ended problems.

In my experience of working closely with schools, I have learnt that despite having so much choice, teachers are not concerned with what technology brand they're using or whether they have the latest model, just as long as it works.

The first study into teachers» experiences with the Prevent strategy - a duty which requires schools (and other authorities) to refer any concerns of radicalisation, has been conducted.

In my experience, it is not unusual for teachers to 1) not really know that much about the test scores they are attempting to explain, and 2) be civil toward me yet completely discount most of the questions I ask and the concerns I raise.

An important consideration appears to be that starting salaries and the salaries of experienced teachers are in line with other professional salaries in the country concerned.

I've tried to convey what teachers have been telling me, as well as my own classroom experiences, in a way that might get the attention of those concerned with improving schools.

Some teachers had experienced disrespect from school leadership who not only failed to consult staff on policy and practice, but dismissed their ideas or concerns out of hand and demanded unquestioning compliance.

Nationwide, concerns about teacher shortages and the retention of experienced teachers, particularly in certain subject areas and states, have been growing in recent years.

Julie McCulloch, primary specialist at the Association of School and College Leaders, congratulated schools, teachers and children on the results, but said her organisation has «grave concerns» about the impact of SATs on the curriculum and children's «broader experience» at primary school.

The Child Protection Unit also encourages the development of safe, supportive, and nurturing relationships between students and school staff by providing teachers with techniques for reframing student behavior and responding in a supportive way, and materials for logging concerns and developing support plans for students experiencing difficulties in their lives.

We need a strong leader in the U.S. Department of Education that has experience in the public school system and is aware of the concerns of parents, teachers, and students within the system.

A teacher leader must understand the needs of the teacher participants so that the professional development addresses teachers» concerns and is geared to their knowledge and experience.

Though he expected to hear concerns and even protests to making videos of teachers leading instruction, he has experienced neither.

Key findings show that the virtual field experience helped to clarify misconceptions, preconceptions, and concerns and led to a better understanding of Virtual School teaching skills and teacher's role as well as the supportive role of technology.

The completion of one cycle of experiential learning helped them gain a better understanding of VS, the key VS teaching skills, the VS teacher's responsibilities, and the role of technology in VS. It also helped the teacher candidates to address their preconceptions and misconceptions, which minimized their concerns about VS. What began with a motivation to acquire the required contact field experience hours ended with spurred interest in a potential career related to VS.

The findings in this study show that personal history plays an important role in the teacher candidates» perceptions of VS. Because they all had some form of experience with online or distance education courses, they had misconceptions and preconceptions that resulted in concerns about VS. It was necessary, therefore, to address these inaccurate ideas and to help the teacher candidates modify their preconceptions by allowing them to go through the field experience virtually and placing them with an exemplary VS teacher with whom they could observe good practice.

«The standard - setting and writing of the standards included a significant number of people from the testing industry, but did not include a significant number of experienced teachers, subject - matter experts, and other educators from the outset, nor did it engage other informed and concerned interests, such as early childhood educators and educators of children with disabilities,» explained Ravitch.

Practical concerns of teachers in their early years as they face the challenges of entering the classroom and the profession were noted; BTs relayed experiences ranging from school culture to classroom procedures to uniform expectations for BT support.

Good teachers have always held students to high expectations and showed sincere concern with the individual needs of students, however, as technology advances, more tools have become available to support teachers and students in constructing a more personalized experience.

This finding lends itself to the rationale for the current study to examine science teachers» experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games specifically in the science classroom.

Led by the Charter Community of Silicon Valley (CCSV)- which represents Santa Clara County's charter public schools and serves as the voice for over 30,000 charter public school students in the region - CCSV members, collectively engaged principals, teachers, parents and students to call, write letters and personally meet with Senator Beall to share their positive experiences with charter public schools and concerns about the bill itself.

Reformers have been less concerned about school closures in communities of color; more willing «to destabilize the democratic institutions»; more concerned about cutting costs; more willing to subject poor children of color to unproven experiments; less concerned about ensuring the presence of experienced, well - qualified teachers and small classes; more willing to impose test - driven curricula; less concerned about kids pushed out of school; and more willing to privatize education.

We addressed these concerns by recruiting three experienced teacher - supervisors with clear expertise in the target task of observing teachers.

In addition, cross-case analyses revealed other important components not on the original list: positive school culture (marked by rituals and traditions that celebrate student accomplishment, teacher innovation, parental commitment and a shared ethos of caring, concern and commitment to helping students learn); dynamic, personalized assessment systems; emphasis on the world of work; and deliberate fostering of learning experiences that develop initiative, self - regulation, persistence and collaboration.

People easily buy - in to the idea that a teacher has experience and concern for education, which is true, without understanding the specifics of board governance and the RCW's that mandate «Ethics in Public Service» (Chapter 42.52 RCW).

Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice.

Compensation for Prior Work Experience: Supporting Research Of particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high - poverty studentOf particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high - poverty studentof teachers available in math, science and special education and of those serving high - poverty studentof those serving high - poverty students.

In their role as teacher educators, two authors of this paper were particularly concerned with the problem of teachers being asked to teach in dialogic ways without having experienced this kind of teaching for themselves, and with a related problem of practice.

The State Board of Regents issued a quick statement of concern, noting that «The Board of Regents and State Education Department are focused on ensuring that strong and effective teachers with the proper training, experience and credentials are educating New York's children in every public school — including charter schools.

«What is most worrying is the PAC's concern that the Department appears to have little clue about how to counter the exodus of experienced teachers from the profession.

Both beginning teachers and experienced, professionally active teachers expressed concerns about taking up the role of educational expert and more collaborative roles where they could revise, challenge, or extend other teachers» ideas.

As a way of working with resistant preservice teachers, a Freirian approach to virtual field experiences was not concerned with imposing multicultural understanding but with utilizing diverse settings to illustrate the relevance of multiculturalism in practical ways that might reshape convictions regarding appropriate curriculum and instruction in public education.

Oakland Tech High School teacher, Steve Wright shared his experience of studying school - wide grades by demographic and feeling deeply concerned about the achievement gaps between white, African American, and Latino students at his school.

It argues that, in continuing to pay premiums for experience and educational attainment, teacher salaries are potentially making it harder to recruit and hold onto teachers of color and young teachers, despite concerns about the lack of diversity in the teaching force and high rates of teacher turnover.

To address these concerns some have recommended that teacher preparation programs integrate technology throughout the entire preservice teacher experience by providing faculty models for effective technology integration (Handler & Marshall, 1992; ISTE, 1999; NCATE, 1997; U.S. Congress, 1995; President's Committee of Advisors on Science and Technology [PCAST], 1997; Wetzel, 1993; Willis & Mehlinger, 1996).

Teacher Brian Klems has experience concerning newsletters, Facebook, and Twitter accounts with hundreds of thousands of followers and subscribers.

The experience of entering the first of three rooms (and the one most concerned with nature themes) is not unlike walking into a biology teacher's classroom — one who's been around long enough to have a menagerie of empty mayonnaise jars filled with things, glass gallon ja

You could ask them about their experiences of talking with teachers and other staff and how well the school has handled any concerns they've had.

Cherrybrook Public School - making belonging visible At Cherrybrook Public School teachers acted on their concern about children who experienced anxiety and explored the potential of KidsMatter Primary as a framework to support them to assist students.

When teachers at Cherrybrook Public School expressed concerns about the increasing number of students experiencing anxiety, Beth Chant, at teacher at the school, found her way to the KidsMatter website and has been passionate about the initiative ever since.

Fostering this type of motivation might be an important objective for education and may strongly depend on positive social relationships with the teacher, a positive classroom climate, balance between student and teacher concerns, appropriate feedback and experiences of competence.9, 10