Sentences with phrase «feedback during class»

The instructors remember every client's name, make an effort to cheer you on and give you constructive feedback during class, and urge everyone to work within their personal fitness level.

Find out from her how the teacher gets feedback during class time and what your daughter does to participate.

In Chichester School for Boys, electronic voting pads provide students with instant feedback during classes.

Comfort feels more prepared going into the exam because she has become familiar with how the professor frames questions, what is expected of answers, and students have been getting direct feedback during the classes which helps them navigate how they'll be marked.

Not exact matches

Astonishingly, students who took the daily quizzes in their psychology class also performed better in their other courses, during the semester they were enrolled in Pennebaker and Gosling's class and in the semesters that followed — suggesting that the frequent tests accompanied by feedback worked to improve their general skills of self - regulation.

Reading from a book during savasana: I've received feedback to never do this and then I've been in classes where it's done regularly.

During student teaching, candidates put together a portfolio that illustrates their work with K - 12 learners, assessing their work and giving them feedback and showing how their planning addresses the needs of their class.

Last fall, a similar process took place during the school's inaugural Teaching and Learning Week, where Ed School faculty taught mini classes and got feedback from students.

In these courses, students get feedback about their work during class time.

They frequently consulted with students and provided written and verbal feedback on these notes, often during class time.

During another break ~ I took public speaking classes with Toastmasters ~ which forced me to reflect on my presentations and gain valuable feedback from others outside my field.

During in - class presentations, which occur throughout the project process, students provide feedback to each other using the «I like / I wonder / next steps» format (i.e., statements should begin with «I like...» or «I wonder...» or provide suggestions for next steps).

During the spring term, you are at your school site on a full - time basis, assuming lead responsibility for teaching one or two classes daily while continuing to receive support and feedback from your mentor and HGSE field advisor.

Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books.

* By formative assessment, we mean classroom observations, class quizzes and tests, and other practices used by teachers and students during instruction to provide in - the - moment feedback so teachers can adjust accordingly.

All three authors collected data, which included observational field notes of discussions during face - to - face and online classes (19 total); written reflections for each teacher related to assigned articles and book chapters (approximately 19 per teacher); email correspondence with teachers; course assignments; end - of - the - semester feedback; and transcriptions of semiformal small group interviews (teachers were divided into five groups for these interviews).

Thus, a teacher who gives writing assignments to five classes of 35 students and who works efficiently during her five 60 minute planning periods, will be unable to give timely feedback to students unless a substantial amount of work is brought home.

The W4YL program participants read their blog entries during class sessions and received feedback from their peers.

A «Glow and Grow» feedback form provides ample space for coaches / mentors to list the many positive moments the teacher had with the class during the lesson and is also a great starting point before addressing the «grow» or suggestions for improvements.

She also used the green check emoticon frequently during each class session to receive feedback from prospective teachers about their ability to perform technological skills.

Innovation School Fellows also will receive significant support during their planning year, including feedback on their school - design plans from national and local experts; opportunities to visit best - in - class schools across the country; access to a national network of school - incubation leaders; and sessions with IPS officials to learn district operations.

Allows students to get instant feedback due to teachers having more time to work in small groups or 1:1 during core class time.

Attendees are invited to submit up to five (5) pages ahead of time for feedback from the instructor, as well as during class from peer groups.

In fact, a pup is likely to receive better feedback regarding the force of his bites during a single one - hour puppy class than he would all week from his owners at home.

Preceptors are encouraged to obtain feedback from all practice personnel as to the student's progress and performance during the course, but only preceptors should directly monitor and evaluate the required Course Task Checklists in upper tier classes.

• Demonstrated ability to assist in the creation and implementation of core lesson plans in accordance to set curriculum rules • Efficiently able to handle student arrivals and departures by carefully logging them in and out of the school premises • Well - versed in assisting the school office with administrative tasks such as record - keeping and file systems development • Proven record of managing student behavior within the classroom and ensuring that any untoward incident in school hallways is handled with discretion • Exceptionally well - versed in distributing assignments and resources and assisting students in understanding concepts taught in class • Deeply familiar with operating and maintaining equipment such as projectors and computers to assist in teaching endeavors • Qualified to handle the meal counting system and supervise students during meals and outdoor activities to ensure their safety and wellbeing • Competent at monitoring student transition in hallways and communicating with teachers about student behavior concerns • Focused on observing students in class and during outdoor activities to determine any signs of discomfort or distress and effectively communicating feedback to the lead teacher

• Increased teacher's time for handling other meaningful tasks by taking up lesson planning activities and solely planning lessons for each class • Acted as lead teacher for a class for an entire month, during the time it took the school to arrange for a new one • Performed research work to develop teaching aids and worksheets • Invigilated exams by supervising students and assisting them by providing extra exam sheets and stationery • Assisted teachers in grading exams and creating and maintaining mark sheets and report cards • Observed students to determine signs of distress and provide feedback to lead teacher • Kept records students in a confidential manner • Ensured that all supplies and equipment inventory is properly managed

From Ancients to Aliens» Assistant Professor — University of Central Florida, Orlando, FL2011 — 2016 • Taught Algebra I and II, Geometry, and Logic classes at University of Central Florida • Marked student exams • Gave tailored assistance to students during office hours • Modified coursework to fit summer semester schedules as needed • Received positive feedback from students on RateMyProfessor.com

• Developed and implemented core curriculum and class - appropriate lesson plans • Imparted lessons according to set school policies with a view to meeting educational objectives • Handed out assignments for classwork and homework and assisted students with their work • Monitored students to ensure that they are comfortable with their surroundings and assist students who may have problems • Observed students for signs of distress and ensure that their problems are addressed • Supervised students during class activities, lunch and extracurricular activities • Evaluated students and provide parents with feedback on their children's academic successes and limitations

PROFESSIONAL EXPERIENCE TOWNSHIP PUBLIC SCHOOLS, Grand Bay, AL (6/2010 to Present) School Administrator • Act as a first point of contact by welcoming new student, parents and visitors • Provide information regarding the school system, curriculum and enrollment requirements • Assist in developing academic programs and creating instructional resources for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of instruction in accordance to school curriculum • Confer with parents to provide them with feedback on their child's academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school environment

Modeled successful practices for the students, promoted specialty classes, served as an observer of applicants during training to provide feedback to the Director, and assessed students to provide feedback to parents and students.

Workshops and classes also make up a significant portion of a counseling practicum and give the student an opportunity to learn new counseling techniques, improve his current skills and review feedback received during counseling sessions.