Sentences with phrase «high expectations of the students when»

Not exact matches

While students do need high expectations for their work and conduct, focusing on order becomes hazardous when it overtakes the joy of experiencing God's grace.

Not only is the disparity confusing, but, perversely enough, the states with the highest expectations often stand accused of having the most schools said to be in need of improvement - even when their students are doing relatively well.

When school policy presents «clear expectations about the range of acceptable quality in the delivered curriculum, a broader range of students learn at higher levels.»

Related to the first theory of «high expectations,» we find students assigned to a teacher who shares their race and gender are more likely to say their teacher pushes them to work hard, requires them to explain their answers, not to give up when the work gets hard, and accepts nothing less than their full effort.

«There is an increasing focus on the good use of sacred texts in GCSE Religious Studies with a higher expectation that students will understand the references they are drawing on when they write in their exams,» he explained.

For example, performance pay could be more widely used in places where, as in Asia, cultural expectations for student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristics.

When implementing this approach, we only compare the outcomes of students for whom the same pair of teachers is making the assessments to ensure that our results are not biased by certain kinds of students being assigned to teachers with especially high (or low) expectations.

Which students do you have high versus low expectations of when it comes to math and science?

An article in the Contemporary Educational Psychology journal claims that when teachers and parents have high expectations of students, they themselves act in a way that encourages them to be met.

The program plans to strengthen the school system through; «higher expectations of social responsibility; more time to be playful and creative in order to learn more effectively when in the classroom; fewer standardised tests; and less time in a classroom setting (although no less rigor of content), which will create more passion in students to learn and less burnout as a result of too much time in school.»

So when I'm proctoring my students as they take state exams, I will continue to have high expectations for my students, and I know that every one of them is capable of being more than a test score.

When the PDK / Gallup questions on standards are put next to the Education Next findings on the Common Core, the responses are not out of alignment, Peterson said: People are generally in favor of setting higher expectations for students across states but they also want local teachers to have leeway in how those goals are met.

[iii] To the extent that students attending schools with more demanding expectations for student behavior hold themselves to a higher standard when completing questionnaires, reference bias could make comparisons of their responses across schools misleading.

He found that the most effective teachers were businesslike with a strong sense of task and direction for themselves and their students, had high expectations for their students» achievement, and redoubled efforts when failure was experienced, especially in low socioeconomic status (SES) environments.

«When we look for greatness in our schools, we also look for evidence of high expectations for all students, a commitment to social - emotional learning and to a safe and healthy school climate, and a commitment to personalized instruction — giving students the opportunity to learn based on the unique interests and skills.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

«When teachers are fully informed and empowered, they hold themselves and their students to high expectations,» said Ama Nyamekye, executive director of the Los Angeles chapter and a former New York City teacher.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

We have seen that permission - seeking language, such as «please», when inserted into directions can often undercut a teacher's communication of urgency and high expectations for students.

When teachers believe that, together, they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

We applaud the National Center on Educational Outcomes for providing these very real examples of districts that, despite widely varying demographics and economic situations, have demonstrated that it is possible to improve achievement for all students, including those identified as students with disabilities, when professionals set high expectations and work together to reach them.

But as new standardized tests and teacher evaluations were linked to the standards, and as another presidential election looms, the Common Core has become more than just a set of basic expectations for knowledge and skills students should have when they graduate from high school.

Insights from the three educators» stories reveal how coupling feedback with expressions of high expectations and faith in students» capabilities can influence student motivation, particularly in the level of support felt by students when tackling challenging academic work.

«All children achieve beyond expectations when there are high standards but different students will need different support in order to get there,» said Co-Founder and Co-CEO of Educators 4 Excellence Evan Stone.

Research also shows that students of color benefit when they see adult role models who are people of color in positions of authority, and from having higher expectations placed on them by teachers of color.

«When schools focus on just the educational aspect of giftedness and the general expectation for the gifted student is to be high - achieving and receive high scores...»

When schools focus on just the educational aspect of giftedness and the general expectation for the gifted student is to be high - achieving and receive high scores, then gifted children are seen only in light of what they can achieve academically and not who they truly are.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

When that school opened, a number of Massachusetts charters were already achieving great success with educational models that hold students to very high standards and expectations.

Studies of urban schools find that economically disadvantaged students of color perform better when teachers match high expectations with warm and safe environments and social support (Lee, Smith, Perry, & Smylie, 1999).

Sacramento Mayor Kevin Johnson, who spoke at CCSA's press conference announcing the report's findings, noted that the report «is proof that great results are possible, regardless of race, income or zip code, when high expectations are set for students and educators in the classroom.