Sentences with phrase «grade classroom where»

A great example of this comes from a fourth grade classroom where the teachers in the school would change classrooms for different subjects.

What on earth is being taught in a third grade classroom where the smartest girl in the class is crying with frustration and the student who can not read is excelling and delightedly helping others?

For example, I was visiting in a first - grade classroom where the teacher had cut flash cards in half.

We visited a chairless first - grade classroom where the students spent part of each day crawling along mats labeled with vocabulary words and jumping between platforms while reciting math problems.

Not exact matches

An elder is nothing more than a 3rd grader in a 2nd grade classroom, where these 4 things are certain.

One of the best ways to learn about Journey School is to join us for one of our Wednesday morning «Walk Through the Grades» tours where you will have a chance to visit the classrooms and participate in a discussion about Journey's unique educational program.

«We do several models of breakfast - in - the - classroom, and in some schools we do «hybrids» where [younger students] do breakfast - in - the - classroom, and older grades come through the line and do traditional breakfast,» explained Pettit.

She gives the example of a school with five fifth grade classes, where students in one classroom score much better on the math tests than the other four.

It could be a 5th grader whose classroom consists of students from several grade levels engaging in an interactive learning environment where grammar skills and concepts are practiced through gaming.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

Upstairs in the classroom where Banks, 13, attends seventh grade, a window looks onto the Grand River, whose rushing waters are home to adult sturgeon more than 7 feet long.

But principal Michelle Tubbs, a veteran of the classroom who holds a doctorate in education technology, had conducted a pilot program with blended learning at an Alliance school in the city's Watts neighborhood, where the average freshman read and did math at the 4th - grade level.

They could be particularly useful to supplement classroom observations in the grades and subjects where student achievement gains are not available.

First segment of a six - episode series about a workshop where eighth - grade students in New York City are asked to dream up the basic elements of the classroom of the future using design thinking.

But in general, instruction is both lively and practical, such as in one classroom where a biology teacher, donning a lab coat, leads a lab on extracting DNA from strawberries, or a ninth - grade math class in which a teacher integrates a Texas Instruments navigator system into every part of her lesson; she has her class turn assignments in via a graphing calculator and checks for comprehension with every student in real time.

His three years in the classroom at Dickinson High gives White a firm grasp of these fundamental teaching challenges, including trying to teach the same content to a room of children where the proficiency spread may be two to three grade levels.

On the other hand, classrooms with students from multiple grades were 65 percent less likely to cheat than classrooms where all students were in the same grade.

Faced with the unique quandary presented by 2016 presidential politics, we put our heads together as a fifth - grade team (classroom teachers, special education teachers, academic support teachers) to create a project where our students could study the election process, the executive branch and former presidents.

It could be a fifth - grader whose classroom consists of students from several grade levels engaging in an interactive learning environment where grammar skills and concepts are practiced through gaming.

He worked with the Fairbanks North Star Borough School District in Fairbanks, Alaska, where he was a classroom teacher in grades 3 - 6.

From a series of articles that examine «What Kids Can Do with Challenging, Inspiring Schoolwork,» this posting gives a vivid close - up glimpse into a second grade classroom in Reno, Nevada, where students are using Core Knowledge Language Arts materials to study the Civil War.

During her first year of law school she accepted a position as a 3rd grade paraprofessional, and realized almost immediately that the classroom - not the courtroom - was where she truly wanted to be.

ALEKS, which runs on computers on the periphery of a 9th - grade classroom, provides teachers with detailed diagnostics, helping them to focus on the areas where students are struggling, and lets students take lessons at their own pace.

Giroux caricatures the traditional classroom as one where «students sit in rows staring at the back of each others» heads and at the teacher who faces them in symbolic, authoritarian fashion»; «events are governed by a rigid time schedule imposed by a system of bells and reinforced by cues from teachers»; we «glorify the teacher as the expert [and] dispenser of knowledge»; «social relationships... are based upon power relations inextricably linked to the teacher's allotment of grades»; and tracking «alienates students from schooling.»

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

We found that high - achieving students benefit most from tough grading standards when they are placed in classrooms where the overall level of achievement is relatively low (see Figure 3).

For one of the fastest - growing school districts in the state, space is at a premium which leads to challenges finding room for additional classrooms at the kindergarten through third grade level, where growth is highest.

Imagine a school with no classrooms, bells, or textbooks where students work at their own pace, are not graded, and can decide what to study.

We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade level teams, and not in whole schools.

Likewise, teachers who receive students from classrooms where instruction has not been strong have to work harder to build productive norms and prepare students to meaningful engage in the content expected at their grade level.

Prior to Brooke, Mrs. Schaefer completed a service year with City Year Boston where she served as a near - peer / mentor to students in a fourth grade classroom.

After college, she proudly served at as an Americorps member for City Year Providence where she served in a sixth - grade math classroom.

Her career in education started as an elementary classroom teacher where she taught students of varying grade levels.

Pointing to an incident at P.S. 194, a traditional district school in the Harlem section of the Big Apple, where three children forced a third - grade schoolmate to perform a sexual offense — as well as the fact that one of her schools, Success Academy Harlem 5, had only one incident of reported violence compared to 92 at the traditional district school with which it shares space — Moskowitz also declares that suspensions are critical to helping teachers gain the support they need to manage their classrooms.

If we were to take several snapshots of classrooms in America today — perhaps at different grade levels, would we begin to see a picture of where our nation is headed?

REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid IndianaTeaching License for Grades K - 5 or 6 Demonstrates strong writing skills as evidenced by a written response included with Application, answering the following questions: o Describe one experience where you made a significant difference in a student's academic achievement.o Describe a time in which you have used student data to drive greater levels of student achievement.o Describe one way you have successfully integrated technology into your classroom.

Where library media staff collaborates with classroom teachers, reading scores average increases of 8 % at the fourth grade level and 18 % to 21 % at the seventh grade level.»

But at a more recent meeting, Yager compared the panel's work to building a school, where administrators would map out how many classrooms were needed per grade but wouldn't set the square footage for each room.

HOT Blocks are a creative intervention model where cross curricular collaborations between grade - level teachers and arts classroom teachers support students in Scientific Research Based Interventions (SRBI) in their learning of language arts and math content through the arts.

During her career, Diane has taught in elementary, middle, and high schools, and she has recently had the opportunity to return to the classroom to teach 6th grade English and Earth Science at Health Sciences Middle School in San Diego, where she is also an instructional coach at both the middle school and Health Sciences High and Middle College.

This unique focus on differentiated instruction makes Achieve3000's solutions especially effective for classrooms in the high - need communities served by Teach For America, where there may be a mix of struggling, grade - level, and high - achieving students as well as English language learners.

Despite rhetoric to the contrary, «Most regular classroom teachers make few, if any, provisions for talented students» (U. S. Department of Education, 1993, p. 2) Furthermore, the trend toward using heterogeneous cooperative learning groups in contemporary classrooms may lend itself to the exploitation of highly gifted children, especially in settings where group grades are given or where no homogeneous groupings are allowed (Robinson, 1990).

The change has three main prongs: principals making more frequent and rigorous classroom observations; teachers in core subjects like math and English receiving ratings based on how their students perform on standardized tests; and teachers in grades and subjects where those tests don't apply devising other ways to chart student growth, in collaboration with their principals and using advice from the state.

HOT Blocks are a creative intervention model where cross-curricular collaborations between grade - level teachers and arts classroom teachers support students in Scientific Research Based Interventions (SRBI) in their learning of language arts and math content through the arts.

The authors observed classrooms at different grade levels where these techniques increased overall class achievement and the achievement of students with disabilities.

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

«Since implementing the read - aloud routine in my classroom, my students» reading comprehension and vocabulary skills have truly grown,» said Amanda Wilkie, a second - grade teacher at Baty Elementary School in Del Valle Independent School District, where Project ELITE has been working.

With 20, 30 or even 40 students in their classrooms, elementary teachers have the daunting task of meeting every student right where they are, supporting progress toward grade - level standards and cultivating the development of the whole child.

But Gregory said the inconsistency came in the principal's narrative that followed the numerical grades, where Miller - Harrington only had praise in her observations of Williams» instruction in the classroom.

In 1991, I occupied a seat in a fourth grade classroom, a time where differentiated instruction was not yet a popular term.