Sentences with phrase «getting feedback from teachers»

I like getting feedback from teachers at different grade levels.

«We have found our students are keen to get feedback from their teachers.

Work is saved automatically when updates are entered and students will find it easy to collaborate with other students and get feedback from teachers or parents.

She enjoys her class discussion boards where she can talk with her friends, hear the opinions of her classmates and get feedback from teachers.

She collaborates with her peers to create content on shared platforms that allow her to express her ideas, demonstrate her creativity, show what she knows, and get feedback from teachers and classmates.

The children not only get a lot of practice writing, but they also get feedback from their teacher on a regular basis.

We pay tens of thousands of dollars on a masters of education degrees where we do student teaching and get feedback from our teachers and peers just to have to do it all over again for the edTPA.

As an evaluator, to give instant feedback on a lesson, and then get feedback from the teacher being evaluated — that's powerful.»

Not exact matches

From day one, I immediately reached out to teachers to see if they'd want to use Khan Academy and to get their feedback on our features.

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

I think it really motivated me to think more deeply about the homework he gets, the tests he gets, the feedback he gets from his teachers.

But when missing and incomplete homework becomes a regular occurrence, your child is missing out on the opportunity to get important feedback from his or her teacher before the class moves on to the next, more challenging learning activity.

As a parent, she said she likes getting feedback from tests, but using student tests results in evaluations increases the pressure for both students and teachers.

The only way to learn how to teach is to do it and get feedback from accomplished teachers.

Their common feature is that, rather than listening passively, students spend class time engaged in answering questions, solving problems, discussing solutions with their peers and reasoning about the material they are studying, all while getting regular feedback from their teacher.

I receive a lot of feedback from teachers for class work and homework, and I also really appreciate getting constructive feedback from the students I teach via video conferencing.

Conscientious parents are constantly getting feedback about the academic performance of their children, almost all of it from teachers.

Teachers liked that students were getting feedback from another source and the kids liked the chance to meet with someone new and make a new friend.

The Learning Innovation Hub program, or iHub, allows digital providers to test and get feedback on their products from classroom teachers, in a process meant to nurture improvement and innovation.

Get feedback from your «clients:» the administrators, teachers, non-teaching staff, yes, even the students you've trained.

Start a weekly coffee house - like club with teacher colleagues to share ideas for keeping it fresh, to get feedback on challenges and wonderful things that are happening, and to get general support on how to handle everything from pressure around testing to administration politics.

Since most higher order tasks require feedback from a teacher, an instructor, or a more knowledgeable other (MKO), this often gets a little tricky (but not impossible!)

A break from hyperactive policymaking gives schools the time and space to finish what we started — to actually implement the higher standards that most states adopted seven years ago; to get better at giving teachers helpful feedback about their instructional practices; to find curricula worth teaching; and to experiment with new approaches to personalization.

The feedback Sherpa Kids is getting from schools is that carers and teachers are becoming «a bit leery and twitchy» about the industrialisation of OOSH.

«The first tuning is an ideas tuning — from an early, nascent form, getting feedback on initial ideas and overall design,» says Jess Hughes, an English teacher.

One of our core values is continuous feedback, not only as an organization; our teachers are getting continuous feedback from the schools.

Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's classroom to watch him or her teach; having a colleague observe their classroom; inviting someone in to help their class; going to a colleague to get advice about an instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching practice from colleagues; receiving meaningful feedback on their teaching practice from their principal; and receiving meaningful feedback on their teaching practice from another school leader (e.g., AP, instructional coach).

«One feedback that I get from teachers is, «Will you respect us?

That was helpful at the time, and it is still helpful for many teachers, but we are now looking at new data and feedback to streamline the map so that teachers and evaluators can get from Point A to Point B faster.

«We've marginalized the use of paper around here and teachers are now able — with the documents they're uploading and sharing with us from the privacy of their own homes or other collaboration time — to get the feedback they want so they can grow as educators.»

Studies show that feedback from this kind of evaluation improves student achievement because it helps teachers get better at what they do.

One teacher - learner expressed that the use of video production as a culminating project allowed «students to see and learn from their mistakes» and «to get instant feedback by watching what they had created.»

«And if teacher effectiveness evaluations aim to help all teachers get better — including going from good to great — then all teachers need feedback.»

Although I have already formally evaluated my teachers and given them feedback by the end of the school year, I always feel it is important to sit down with them before they go home for the summer to give them feedback and to get feedback from them as well.

Teachers received professional development, had the chance to try out new practices, got feedback from their coaches or principal and then would try the practices again.

That's why we are excited to partner with higher education programs to get feedback from future teachers and leaders in education.

And considering the low - quality of subjective classroom observations that are the norm for traditional teacher evaluation systems, the state laws and collective bargaining agreements governing teacher performance management discourage school leaders from providing more - ample feedback, and that the use of objective student test score growth data is just coming into play, few teachers have gotten the kind of feedback needed to build such expertise in the first place.

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.

Daily worksheets and quizzes have been used to gather points for grades rather than for daily feedback that teachers give and get from their students to determine their focus for the next day.

As a result, foreign language teachers and classroom teachers with English Language Learners can receive feedback from qualified observers and get the actionable support they need.

In my professional opinion, he is incorrect on both of these points: (1) Teachers are not (really) using the feedback they are getting from their VAM reports, as described prior, and for a variety of reasons including transparency, usability, actionability, etc.; hence, we are nowhere nearer to some utopian «feedback world» than we were pre-VAMs.

But the work so far has focused primarily on developing more specific teaching standards and improving classroom observations so teachers get more useful feedback from trained and certified evaluators on how to improve.

In several districts with whom we work, we have coaches film coaching sessions with teachers and then share and get feedback from other coaches from within and outside their district.

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.

Provide a daily workflow of formative assessment, intervention and feedback to learners Example: A teacher establishes a transparent system using an online learning management system (LMS) for learners to take micro-assessments, receive or seek support based on results, and get direct feedback from a teacher or peer.

Think about this for a second: Thirty percent of teachers say they're getting quality feedback from teacher observations.

Whether this be through web pages, downloadable content and online interactive resources and apps, feedback from teachers suggests that we have got the approach and the content exactly right.

The other big thing we're trying to do with video is help teachers get feedback from the right people.

Research and insights from Robinson and educational psychologist Hunter Gehlbach of the University of California, Santa Barbara, show how schools can get the most out of student feedback, and how principals can help teachers get on board with using it, creating a more communicative school culture for all.