Sentences with phrase «feedback from teachers who»

With this data in mind — along with feedback from teachers who have said they would like to help shape a curriculum that prepares students before they enter an AP class — the College Board has developed the Pre-AP Program.

Here is feedback from a teacher who used the VIP for long division pictured in Tools for Teaching (pg.

Based on feedback from a teacher who commented, «Need more time in between the first initial lesson study meeting and the teaching date, to make sure that technology will cooperate,» the leadership changed the schedule to provide an entire week for these adjustments to be made prior to the teaching rotations in classrooms.

Not exact matches

Initially the feedback from stakeholders was not as positive as it is now; we still have some teachers who are not happy with [BIC].

Similarly, teachers can leave audio feedback for students who benefit from hearing input multiple times.

Those of us who run programs, solicit feedback from students, their parents and even their home teachers.

Of course, as with teaching, much of a tutor's training takes place on the job, and once on the job, Match Corps members receive academic content support from the teachers at the school, who design the content, along with constant feedback from administrators on how that it is being delivered.

First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.

«You can read it privately and I've had a lot of feedback... from teachers from all different faculties who've said they're trying this one little thing or they noticed that this particular thing made a difference in their life when they adopted it.»

Lazar says it is logistically difficult to measure outcomes beyond anecdotally but cites positive feedback from teachers and outreach from principals who want their schools to more deeply engage on digital citizenship as part of their wellbeing programs.

The move follows a teacher exchange programme between England and Shanghai, which received positive feedback from teachers, who believed the Shanghai teachers» visit led to positive outcomes for pupils.

I envision my teachers becoming experts who are inspiring good questions from students, teachers who are masterful at channeling student interests in productive ways, and teachers who constantly assess student learning and providing critical feedback.

Commenting on the project, Manjit Rai, Head Teacher at North Beckton Primary, said, «Feedback about the interim classrooms from teaching staff and the parents of children in year four who are now using them has been very positive.

Jimmy Casas, a high school principal from Bettendorf, Iowa, who attended the summit, predicts that meeting the #FutureReady challenge will require an expansion in «student - led initiatives that give students a voice in curriculum offerings, school policies, design of classroom and other learning spaces, lesson / unit design, student - led conferences and feedback on teacher effectiveness in the classroom.»

Teachers who are designing inquiry - based learning for their students take the essential feedback from failure and make sure there are multiple opportunities for students to improve.

On future walks, the tables are turned: A teacher who was previously a visitor may now host an inquisitive group — ensuring that feedback loops are continuous and that all classrooms benefit from the wisdom of the whole community.

And then thinking about the implications of that down the line for reporting, parent - teacher interviews and long - term learning for the students who may need the consistency of that feedback from one teacher.

Visitor feedback was incredibly positive, with one group of teachers from Whitley Academy, Coventry, who said: «We have come to find new ideas and we've certainly found many».

(iii) At a minimum, for education staff who would benefit the most from intensive coaching, opportunities to be observed and receive feedback and modeling of effective teacher practices directly related to program performance goals;

In fact, our research shows that simply helping teachers share one sentence of feedback with parents each week decreased the percentage of students who failed to earn course credit from 15.8 % to 9.3 % — a 41 % reduction.

In another study, researchers conducted a cross-case analysis of four preservice teachers who implemented technology in grade 4 - 8 science, social studies, or math lessons, with support and feedback from mentors during a seven - week practicum (Jaipal & Figg, 2010).

There were four groups of two boys and one group of three who were attached to classes ranging from year 1 to year 3, and each group reported to the class teacher at the end of the session to give feedback on the progress of the children.

Feedback is received from both the Head and teachers who are enthusiastic and appreciative of the support provided.

Leaving other SBAC / Common Core controversies aside, if only certain districts or schools avail themselves on a discretionary basis of the formative and interim resources of SBAC such as student / teacher feedback mechanisms and mini-assessments (see description below from SBAC website), won't students who do not receive those benefits be at a disadvantage to those that do when it comes to the summative assessments, assuming benefit is derived from participation?

I believe that feedback from other teachers, who know the complexities of teaching, is one of the best ways to improve instruction.

A recent post from Robert Kaplinsky, a mathematics teacher specialist in Southern California, mentioned a teacher who posted a sign outside of his classroom inviting anyone to observe him at any time he was teaching, and offering three points on which he would like feedback.

Created and designed with input from Australian teachers and Occupational therapists specialised in early childhood education for children aged 3 - 7 years and most importantly, including feedback from the children themselves who are learning to read and write.

These students who reported receiving positive feedback from their teachers more often finished high school and pursued college degrees.

That process feels very different from traditional observations, said Atria, who had spent more than a decade providing feedback to teachers.

For years we have received impressive feedback from Wisconsin students, graduates, teachers, and parents who were simply looking for a solution.

Teachers told us that they appreciated getting feedback from a peer who understood the challenges of their job and from their principal, who had a vision of success for the entire school.

The Chicago Teacher Residency seeks individuals from all backgrounds, who are passionate about transforming the educational outcomes for students in the lowest - performing schools, and are open to coaching and feedback.

Interestingly, they received much more of their feedback from busy principals (85 percent of U.S. teachers vs. a TALIS average of 52 percent) and much less from other teachers or assigned mentors (27 percent vs. a TALIS average of 42 percent), who can generally offer more targeted insights about how to teach specific curriculum concepts and students.

I had the opportunity to deliver a breakout session with Katie Taylor of the Center for Strengthening the Teaching Profession (CSTP), and serve as a critical friend and consultant to teams of teachers from Colorado, Minnesota, South Dakota, Oklahoma, and other states who were seeking feedback on the teacher - leadership projects they were building back at home.

They interviewed teachers who had done 1TWO1 pilots, gathered feedback from the technology staff on battery life and other issues, and used what they learned to bring in a handful of devices.

The grant recipients identified 150 high - performing teachers who were considered irreplaceable based on data and feedback from students and families.

We need teachers who are willing to share their work and seek feedback from colleagues all over the world.

The program get instant feedback and rewards to keep them engaged and motivated, while also giving them instruction from experienced teachers who want to see them succeed.

Teacher residencies similar to those used by doctors can offer new teachers opportunities to learn the skills of teaching before they are solely responsible for an entire classroom.72 In many of these programs, teacher candidates co-teach under the supervision of a mentor who provides feedback on both classroom management and instruction.73 A transition period affords new teachers the chance to get their feet wet with assistance from a more seasoned tTeacher residencies similar to those used by doctors can offer new teachers opportunities to learn the skills of teaching before they are solely responsible for an entire classroom.72 In many of these programs, teacher candidates co-teach under the supervision of a mentor who provides feedback on both classroom management and instruction.73 A transition period affords new teachers the chance to get their feet wet with assistance from a more seasoned tteacher candidates co-teach under the supervision of a mentor who provides feedback on both classroom management and instruction.73 A transition period affords new teachers the chance to get their feet wet with assistance from a more seasoned teacherteacher.

As an alternative to silent reading, ELLs can benefit from one - on - one opportunities to read aloud with a teacher or tutor who can give them encouragement, feedback, and individualized help.

e district's algebra teachers recorded lessons and shared them with a coach from Insight Education Group, who was able to provide detailed and actionable feedback that the district did not have the resources to do on their own.

Besides, if English teachers value writing as a communicative act, and if they truly want to improve students» writing, they will still need to assess students» writing personally and offer dialogic feedback to students, who will benefit not only from their teachers» specific comments but also from the human touch.

Using these standards to set goals with new teachers, and as a point of reference point for regular feedback from a mentor or coach who is not in a formal evaluator role, can also help them and their students meet key standards.

We've received some wonderful feedback from students who've taken the course, particularly teachers who are using our course videos in their classes.