Sentences with phrase «few teachers worked with»

In the past, a few teachers worked with the principal to complete the improvement plan.

Not exact matches

But the researchers did find two positive associations between working motherhood and well - adjusted children: kids whose mothers worked when they were younger than 3 were later rated as higher - achieving by teachers and had fewer problems with depression and anxiety.

Work with Workbooks Pick up a few age or grade appropriate math, spelling, or grammar workbooks from a teacher supply store or a toy store.

Beth Cooke is an internationally recognized New York - based yoga teacher who works with celebrity clients like Lena Dunham, Stela Maxwell, and Abbi Jacobson, to name a few.

In addition, I teach for a few other local and international training programs and offer restorative yoga immersions and adaptive trainings for teachers who work with students with movement disorders.

Teacher training often consisted of working closely with a teacher, or a few teachers, over a period ofTeacher training often consisted of working closely with a teacher, or a few teachers, over a period ofteacher, or a few teachers, over a period of years.

A few years later I met B.K.S. Iyengar, a master at working with therapeutic conditions, and I knew I'd found my calling as a yoga teacher.

I could write about outdoor Pre-Grounded yoga that works, why you should teach professional development yoga for pre-school teachers, sweet family classes on Saturday afternoons with mamas and daughters holding hands in Savasana, weaving in story, how to overcome the naysayers and teach 0 - 3, how to rock a library story time — the few sweet successes I've experienced so far.

Here's just a few of my favorite posts: 5 Things Teachers Wish Parents Knew My Job Has Its Perks... Like Meeting David Beckham Funny Things I Said Before Having Kids Dinnertime Questions To Get Kids Talking Working Mom Hacks to Get More Time with Your Kids

I began my career as a Junior Primary Teacher teaching at a few Elizabeth JP schools, I loved working with year 5 to 8 year olds.

For the last few years I have been an e-Learning facilitator working with teachers and students in classrooms.

Several years back, following an early August day working with teachers in southwest Wyoming, I took a drive through what we Mainers would call the sticks — small roads, few houses, and lots of open space.

If you're a teacher in a secondary school setting working with a class of Year 10 students, what do you do if you have a few students who really struggle with spelling?

It is even more so with teachers, as they work with students for fewer hours a day.

When we look back to the nuns [and teachers] we want to remember that they were working with an «advantage» that doesn't exist now that could get us through a few decades of this schooling system.

There are few more powerful tools in the teacher toolbox than sitting, one - on - one with a student, discussing their work.

During training, more than a few teachers have said after practicing the body language of meaning business, «I tried it last night with my eight year old, and it works!

It's familiar stuff to those teachers — still far too few — who follow Willingham's work (along with lead author Paul Bruno, he helped produce the report and spoke at the event) but it's a refreshing statement aimed at preparation programs that too often fetishize theory, teachers» dispositions toward learners, or soft pedagogical skills at the expense of subject matter depth.

From my time as a teacher, I learned how challenging and rewarding the teaching profession is, how meaningful real connections with students can be (I'm still in contact with quite a few of my students from St. Jude), and how important it is to take a growth mindset to this work.

When It Comes to Volatile Kids, Pick Your Battles Dr. Ross W. Greene, a psychologist who works with easily frustrated children and their parents and the author of The Explosive Child, advises parents and teachers that identifying the causes of a child's frustration and working with the youngster to develop coping skills can lead to fewer explosions and more compliance.

Fritch's generation of teachers has few historical roots with the labor movement, yet they speak of social justice and daily serve kids from working - class families.

Greene advises parents and teachers that identifying the causes of a child's frustration and working with the youngster to develop coping skills can lead to fewer explosions and more compliance.

These 12 or so days are often scheduled consecutively with the artist, but sometimes we've spread them over a few months so that additional work takes place with the art teacher or in the classrooms without the artist - in - residence.

I think [Common Core] is essentially a federal initiative at this point, having been created by a small group of people, including very few if any teachers, working in conjunction with the Duncan administration, and it has been at the very least aggressively encouraged for states to adopt, particularly through the Race to the Top funding.»

If you work with a new teacher, I'm hoping you might stop by their room in the next few days and share some insights from your own experience.

In many school districts, fewer than one - quarter of teachers work in grades and subjects where student achievement gains are tracked with state assessments.

AVID accelerates under - achieving students who have potential into more rigorous courses ~ provides intensive support with in - class tutors and strong student / teacher relationships ~ and develops a sense of hope and personal achievement gained through hard work and determination ~ just to highlight a few components.

Brick - and - mortar schools will be very different places than they are today: using more technology, staffed by fewer but more able teachers, working with much better information, and delivering instruction better matched to student needs.

So instead, I put together an experience in which they worked in groups attacking a pile of different information sources about Archaeotype that I had lined up: a few pages of an evaluation report on the project, a few Web sites that described the software and the constructivist philosophy behind it, a virtual chat with one of the developers in New York, and a room - based videoconference with a teacher who had tested the program.

In the 4/4 format, in any one semester teachers prepare for fewer courses and work with fewer students.

Pictures of school activities, plus calendars, e-newsletters, examples of student work, and week - by - week listings of course assignments and due dates, are just a few of the ways teachers or principals are using the Internet to share important classroom and school information with parents.

Obviously, few school districts have Big Apple resources, but Maxwell - Jolly suggests that most schools, as well as districts and states, can set aside more of their existing professional development funds to prepare teachers to work with ELL students.

This is so senior teachers can choose the schools they believe are the best workplaces — most often schools in nicer neighborhoods with students from higher - income families — while newer teachers with no seniority rights and fewer choices tend to work in more disadvantaged schools serving poorer students.

(Actually, though I work with schools and teachers around the country, I can't think of any that do this, but I figure there are probably a few out there).

When there are not enough teachers to go around, the schools with the fewest resources and least desirable working conditions are the ones left with vacancies.

This year, the special education students went on a few college trips, and teachers are told that they need to work with the students on college readiness skills, getting them ready to take the ACT.

And here are a few examples of teachers» goals: to more consistently draw on student data to inform my teaching; to employ high standards for all of my students, not just the ones I easily relate to; to be more open to experimenting with the new technologies in my classroom; to working more collaboratively; to getting better at saying «no»; to giving supportive and constructive feedback to my colleagues; to be more open to my colleagues» feedback about my teaching.

Few teachers find their work effective or satisfying when they simply «serve up» a curriculum — even an elegant one — to students with no regard for their varied learning needs.

This work will be fundamentally about the steady effort and the daily actions of teachers and educators such as those who empowered the high school students who visited us from China a few weeks ago and of those of you who partnered with those teachers to create new forms of learning from action for their students.

«We've been registered with the [CSIRO] program for a few years now and we've worked with multiple STEM specialists,» Scadding tells Teacher.

It is no coincidence then that research has shown students who spend their full K — 12 education career in public schools in states that require collective bargaining with teachers unions earn less money, work fewer hours, are more likely to be unemployed, and are more likely to be employed in lower - skilled jobs than are their peers in states without collective bargaining laws.

Similarly, teachers often work in isolation, with few opportunities to share their ideas or learn from others.

This spring we'll launch a few events below and spend a lot of time talking with teachers and those working with teachers to inform our programming and research next school year in the following areas:

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

As an example, «Some students would be working online, some students would be working in a group with a teacher, a few students working on a math exercise,» McDonald said.

However, teachers often lack specific training in leadership skills related to areas such as facilitation, having difficult conversations, advocacy, how to move a goal from idea to reality, and how to work with adult learners, to name a few.

For example, research reveals that educators who work at schools with fewer than 150 students are significantly less likely than teachers in larger schools to participate in mentoring and coaching, to collaborate regularly with other teachers, and to take college courses.

Teacher leaders usually demonstrated these lessons for groups of teachers (ranging in size from just a few teachers to 20 - 30 teachers), rather than working one - on - one with a single tTeacher leaders usually demonstrated these lessons for groups of teachers (ranging in size from just a few teachers to 20 - 30 teachers), rather than working one - on - one with a single teacherteacher.

The ability to work with partners and colleagues within VideoANT afforded the teachers in our study the opportunity to struggle together (i.e., relate to their own experience), further analyze their teaching practice (if asked a question), and receive suggestions and guidance as they navigate obstacles in their first few years in the classroom.

A few years ago, I was working with teachers in a school district in New Jersey.