Sentences with phrase «few writing teachers»

Not exact matches

The owner and a couple of the other teachers had asked me a few times if I'd consider teaching, but I kept hemming and hawing because I do have a primary career, which is writing a novel every nine months.

Within a few decades, hundreds of thousands of people who could read had access to written works that heretofore had been accessible only to clergy, teachers and the very rich.

It was so bad that a few months into school the teacher actually wrote me a note saying she thought Lucas would like to try something new for lunch.

But some of the large unions — SEIU Local 1199, the Transport Workers Union and the United Federation of Teachers — have stopped writing checks to the WFP the past few years following disagreements over strategy.

The owner and a couple of the other teachers had asked me a few times if I'd consider teaching, but I kept hemming and hawing because I do have a primary career, which is writing a novel every nine months.

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.

You need to be you in your online dating profile, but the process of creating one is a good time to think about what kindergarten teachers call «being It is unfortunate that so many people join dating sites but so few put a fair effort into writing a really good profile that makes them stand out from

It's not Noël Coward, and it's not «Bad Teacher,» either, but «Dark of the Moon» is leavened by a sense of its own ridiculousness, and Mr. Kruger has written a few pretty good jokes.

Taking a few minutes to write about the class (whether it is a simple reflection on how a lesson went, how a student demonstrated an exceptional insight, or sharing a few successes and challenges from the week) and then sharing this writing with the class can increase trust and respect between the teacher and the students.

After we leave, the school continues this process for a few months and then a teacher determines, based on record - keeping and a written portion, who has improved the most during that window.

This potential for intimidating, confusing, or overwhelming students is why so many modern writing researchers argue that teachers should give fewer comments that have greater depth.

All the teacher needs to do is write a topic or a few key words on the board, and the pupils can carry out the activities.

For those who have access to a classroom computer or a few student desktops, I wrote a post a while back on how teachers can maximize the computer (s) in their classrooms.

Writing in his always - entertaining blog a few weeks ago, Whitney Tilson gave a nice nod to Dan Willingham's New York Times op - ed addressing the sorry state of American teacher preparation.

We've written quite a few of them ourselves about the need for new school designs that extend excellent teachers» reach, going back to our 2009 3X for All.

If you are fortunate, you had a few creative teachers — ones like those who challenge students to write long division raps, choreograph geometry dances, perform World War II radio commercials, and paint literary quotes on ceiling tiles.»

Donna Foote, in her book on Locke written a few years before the takeover, focuses on four teachers who came through Teach For America (TFA), which had sent a good number of young teachers to the school.

As Shuls and Matt Barnum have pointed out, and as we wrote in our paper, policymakers have few useful tools to screen out «bad» teachers from the profession.

A few months after a national panel of experts and a survey of history teachers both lamented a lack of opportunities for students to develop and hone their writing skills, the latest results of the National Assessment of Educational Progress, released here last month, seem to offer more evidence of the need to improve writing instruction in schools.

We've enjoyed virtual reality, model making, film making and news reporting to name just a few, giving teachers the tools and confidence to make «Writing Without Words» part of their everyday lessons.»

Articles, books, and journals have been written about how to support our new teachers — guidance on lesson planning, suggestions for classroom management techniques, and support in professional decision - making are just a few of the many components our novice teachers need as they begin their academic journey.

A few years ago I wrote to my English instructor, Sister Joan (now retired), that I too had become an English teacher, and although I might have complained and was probably a pain in the neck, I really had a marvelous language arts background due to the days spent in her class.

A few weeks back, I wrote about a note I'd received from teacher and blogger John Thompson.

Of those who responded, 848 teachers wrote statements that went beyond the answers to the multiple - choice questions, ranging in length from one sentence to a few paragraphs.

Education Week: Your husband has written a few op - eds expressing reservationswith some of the ways states and districts are carrying out teacher evaluation — publishing of scores, for instance.

Most notable was what teacher Anthony Cody wrote about Obama's response on his Education Week blog, Living in Dialogue, where he concluded that, «Either President Obama is trying to mislead people, or he is unfamiliar with the policies being advanced by his very own secretary of education, who was seated just a few feet away from him at this event.»

Scholars have written about working with teachers and videos, and a few even contrasted situations in which teachers used their own videos or watched stock video (Seidel, Stürmer, Blomberg, Kobarg, & Schwindt, 2011; Zhang, Lundeberg, Koehler, & Eberhardt, 2011).

Trier (2006) is one of the few scholars who has written about research with preservice teachers and film.

Stevenson's curriculum development process refers to curriculum in its only meaningful sense: what is taught, as opposed to what some committee writes and pours into a voluminous tome that few teachers will ever refer to or live by.

We wrote about our initiative to develop education assistants into classroom teachers a few months ago.

A few weeks ago, Richard Stutman, head of the Boston Teachers Union, wrote a piece in which he delivered the standard issue body slam of charter schools.

However, teacher candidates have few opportunities to challenge their assumptions about writing teaching through their engagement with student writing from a variety of cultural, social, and linguistic backgrounds in distinct classroom contexts.

In short, English teacher preparation courses may provide teacher candidates with few opportunities to analyze student writing from a diversity of classroom contexts and to benefit from experienced teachers» insights about responding to student writers.

However, teacher candidates in English teaching methods courses may have relatively few opportunities to see and respond to the effects of the writing assessments they design, given that such courses are often taught without reference to or coordination with field experiences in local schools (Smagorinsky & Whiting, 1995).

Yet teacher candidates often have few opportunities during their teacher preparation coursework to hone the important skills of responding to student writing and using assessment to inform instruction based on actual student writing from a variety of classroom contexts.

In responding to student writing, teacher candidates may draw on their own experiences as student writers, having had relatively few experiences as writing teachers.

Setting specific topics and not letting students stray, making them use a particular writing style, tone, or vocabulary, and doing all of the editing themselves are a few ways in which teachers» incorporation of wikis could hamper rather than enhance students» literacy success.

A teacher should start introducing writing assignments a few at a time, be firm with the students, make the writing assignments count for a grade, and forewarn colleagues of impending due dates.

As I wrote a few years ago, the Hartford Public Schools» decade - long decline in teachers of color could be the result of factors such as NCLB certification requirements, school closures and reconstitution, expansion of choice programs, and teacher temp programs like Teach for America.

To qualify for the Initial Provisional Certificate, most teachers must earn a bachelor's degree; however, the state defines a few exceptions that require a master's degree, including those teaching reading and writing in grades primary through 12 and exceptional children with communication disorders.

A lot has been written about professional development for teachers over the past few years.

John Thompson, a historian and teacher, wrote a post just published in Diane Ravitch's blog (here) in which he took a closer look at the New Mexico court decision of which I was a part and which I covered a few weeks ago (here).

«There is a striking reduction in the teacher academic ability gap between schools with more and fewer poor students, so that between 2007 and 2010, it is 27 percent smaller than what it was between 1986 and 1989,» the researchers write.

An Early Childhood graduate from Ohio University, Kelly Stedman, on a whim, moved to Florida to pursue a teaching career in Fort Myers and spent the first few years of her career in Title 1 schools as a math and writing teacher in grades 3 through 5.

Having written two books of teaching advice, I was invited, a few months ago, to write a short article for Educational Leadership Magazine with the best advice I'd give to new teachers.

But data in the same release on key stage 1 teacher assessments, the first since a new «more challenging curriculum» was brought in two years ago, shows fewer pupils reach the expected standard in writing than in other subjects.

After doing detailed research, he wrote that by getting rid of as few as 5 to 7 percent of bottom performers, not newest hires, and replacing them with just average teachers, education achievement in the U.S. could reach that of Canada and Finland.

The study also found that teachers in schools with large populations of students who are eligible for free or reduced - priced lunch indicated a greater need for professional development in writing than those at schools serving fewer students in that population.

All of the teachers spoke about specific changes they were making in classroom practice, but a few also spoke of their grant - writing efforts to fund district professional development initiatives, and of their roles as facilitators of those district - level efforts.

In a recent e-mail interview, Zellmer writes: «It seems that we, as a society, are now spending more and more money on adult to adult initiatives («professional development,» or «coaches,» to name at few) largely because of the strong teacher unions (tenure) and the inability to remove ineffective staff.