Sentences with phrase «happens in the classroom when»

Similarly, decoration can happen in classrooms when a teacher really wants to cover a topic regardless of students» needs or desire.

Not exact matches

They were in middle school when the Sandy Hook Elementary School shooting happened — old enough to understand the savagery, young enough to remember their own elementary school classrooms.

More important than the labels of «play - based» or «academic - focused,» though, is what actually happens in the classroom and how teachers respond to emotional situations, so ask about specific scenarios when you're considering a school.

Well, good for you for sticking to your guns, but prepare to be furious when your child comes home on the last day before the winter break vibrating like a tuning fork from all of the «holiday» (read «Christmas») treats that well meaning parents send for the traditional pre-break party that happens in virtually every public school classroom on the last school day of the calendar year.

They cite research showing the tests are unreliable indicators of what is happening in classrooms, particularly when based on just a year of data.

«And when parents read books with their kids, two things happen: The kids see that what they're learning has interest and value beyond the classroom and kids and parents have shared material to talk about — what they each liked and disliked in the story, what they found boring or engaging, etc..

I was a classroom teacher, when the news was breaking, we had the ability to have TVs and watch what was happening in real time.

«Some estimates say that if it happened at another time, when students were in their classrooms, the number of victims would have been thousands, not hundreds.

When bad things happen on the world's stage, it is very natural and healthy for children to bring up questions at home or in the classroom, says psychologist Richard Weissbourd, co-director of the Making Caring Common project.

When this happens, schools often have to close as you can't have children — or staff — working in a freezing cold environment and the Education (School Premises) Regulations require a classroom to be at a minimum of 18 °C.

And it's up to me to make that happen for them: when the expectation is that they focus on their writing, I make sure they have a quiet classroom in which to do that.

This typically happens between ages 55 to 60, or after 30 plus years in the classroom, depending on the plan and when the teacher began teaching.

«Sometimes folks in education do ourselves damage when we say everyone should be getting more money regardless of what is happening in the classroom,» says Kamras.

Enechi says, «Teacher training is critical in Nigeria because education reform only happens when teachers are change agents leading the change movement in their classrooms.»

There's a disconnect between what happens in a physical classroom and what happens when students take a class online.

In addition, children are being required to spend 30 days in an English - language classroom only when they first enroll in school — something the initiative says must happen each yeaIn addition, children are being required to spend 30 days in an English - language classroom only when they first enroll in school — something the initiative says must happen each yeain an English - language classroom only when they first enroll in school — something the initiative says must happen each yeain school — something the initiative says must happen each year.

Teachers as well felt like they couldn't teach in as much of an ad - hoc way; there's a certain degree of, you know, you prepare as a teacher and then there's a whole lot of stuff that happens in the classroom that you roll with... but when you're sort of «performing» on a screen as well, there had to be a lot more preparation.

The Teaching Brain looks at the cognitive, biological, and psychological processes that are happening when someone is teaching, and not just in the classroom.

When it comes to computer setup, office workers get advice from occupational therapists and physiotherapists, but what is happening with our kids in classrooms?

For all the commotion, these efforts yielded little noticeable change in most states, with 97 or 98 percent of teachers still rated effective even when no one thinks that offers an accurate picture of what's happening in classrooms.

Teachers feel empowered when you let them make decisions about what happens in their classrooms.

As a teacher, when dealing with behaviour management incidents in your classroom, do you reflect on why it might be happening and try and get to the root of the problem?

I'm reminded of the SAMR model of technology integration in that the final step is redefinition — what happens when you truly gamify a classroom.

Here's how you know when you have true, meaningful performance assessment happening in your classroom: when preparing for the test, taking the test, and then applying the skill in real life all look the same.

Regardless of whatever «baggage» they bring (whatever has happened earlier in their own classroom or even at home), when students come to music, I believe it should be a positive experience.

When teachers take on the role of learner, it allows a more genuine relationship to develop between the teacher and student, in a way that doesn't typically happen in the classroom.

In the video above, teacher Douglas Wheeler of Bayview Elementary explains why it's a win - win situation when parents are able to come to school — the parents feel connected to what's happening in the classroom, and the learning gets extended beyond the school daIn the video above, teacher Douglas Wheeler of Bayview Elementary explains why it's a win - win situation when parents are able to come to school — the parents feel connected to what's happening in the classroom, and the learning gets extended beyond the school dain the classroom, and the learning gets extended beyond the school day.

For Meyer, now in his fifth year of teaching, a lightbulb moment happened three years ago when he acquired a projector for his classroom.

Coaching has enabled me to make some discoveries about what happens when iPads are used effectively in the classroom.

When we look at disparities in educational outcomes by income, for example, we know that some of that stems from what's happening outside of the classroom.

And when I actually sat in the classroom with those kids and heard them debating about the [industrial] revolution that happened in England back in the 1800s, and they're debating, and critiquing, and taking passages apart, you want to say to everybody, «Yeah, all kids can learn.

When this happens, teachers must strive to structure their students» learning environment by providing a place that maximizes fairness, and allows all students to equally participate and feel welcomed in their classroom community.

Although administrators may sometimes participate, when they do so, it's always with the understanding that the objective isn't to evaluate a teacher's practice for accountability purposes but to reach a shared understanding of what's happening in classrooms.

Whole school Meaningful Student Involvement happens when every student in every classroom experiences Student / Adult Partnerships throughout their educational experience.

Districts are great at letting parents know when and how students will participate in standardized tests, but the only way to know about what's happening in the classroom is to talk with your child's teacher.

«When you see the kids and you see what's happening in their classrooms, it doesn't matter if you have to be the custodian or the nurse because you're doing what you set out to do and that's providing children with an education,» McKinsey said.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

However, when peer coaching (as happens in small, reciprocal groups) was added, an estimated 95 percent of teachers transferred the new knowledge to their classrooms.

LIFT districts have a clear theory of action in this work: Real improvements in the classroom happen when teachers are supported in their planning process by strong, standards - aligned instructional materials.

The latest installment of the Teacher Project's stories of teachers and students (image above) is a bit of a heartbreaker when you find out what's happened to both of them since they were in the same classroom.

New programs can be implemented quicker and the National Institute for Education can easily keep track of what is actually happening in classrooms to tweak its offerings when needed.

What happens when middle school students are involved in the decisions about furnishing their classroom space?

Those working in administrative positions within the bureaucracy of most districts are far removed from the realities of the everyday happenings within the classroom, even when the «district» refers to and relies upon their «so - called» experts.

It's not just one moment, but millions of lightbulbs - on, warm - my - cynical - heart moments that happen every day in public school classrooms, on school buses, and in school libraries: It's the ninth grader in Maryland teacher Amy Clark Cox's classroom who told her, «I respect everyone's opinion except when it diminishes the existence of others.»

This only happens when the principal articulates a strong vision for the school, visits classrooms constantly, knows the pedagogy he or she is looking for, occasionally makes specific requests for changes in teaching and — most important — provides teachers room to apply their own teaching insights and creates a climate where teachers feel safe to take risks.

That happens when you encourage dialogue in classrooms, in staff meetings, and in community meetings.

In Beyond Reading and Writing, Jerry Harste proposes an expanded view of literacy; and three other teachers — Beth Berghoff, Kathryn Egawa, and Barry Hoonan — bring us into their classrooms and offer concrete evidence of what can happen when these new ideas are implemented in elementary schoolIn Beyond Reading and Writing, Jerry Harste proposes an expanded view of literacy; and three other teachers — Beth Berghoff, Kathryn Egawa, and Barry Hoonan — bring us into their classrooms and offer concrete evidence of what can happen when these new ideas are implemented in elementary schoolin elementary schools.

Well, I think Newark needs good schools, period... This idea of «we have to build charters at the expense of public school» is a ridiculous notion... That's an argument that people are having about real estate, about space, about money and finances, when on the ground, the thing that improves education is what happens in the classroom — is teacher development, staff development, and extended days and, you know, curriculum...

This can occur, regardless of what is actually happening in terms of actual effectiveness across America's classrooms, when the purported value that teachers add to or detract from student learning (i.e., 50 % of the state's model) is to substantively count, because VAM output is not calculated in absolute terms, but rather in relative or normative terms.

«As a classroom teacher myself — first teaching high school students in the juvenile justice system, then middle school, then third grade — I had seen the amazing changes that happened when students were asked to think for themselves instead of sitting passively while their teacher «delivered» instruction.