Sentences with phrase «if the teacher does»

In 1915, he wrote the following happy advice to his 11 - year - old son, Hans Albert, who was attempting to master the piano: «I am very pleased that you find joy with the piano... play the things on the piano which please you, even if the teacher does not assign those.

If your teacher doesn't have something like this, you can always request email updates.

And if the teacher doesn't use it in the classroom for supplies, I'm sure he or she can find a use for it at home.

If the teacher doesn't answer questions, can your child find the answer in a book, from their classmates, a website or their notes?

On the other side of the summer homework debate are the moms and dads who, when the school doors slam shut, ramp up the supplemental brain work, even if the teachers didn't provide it themselves.

If the teacher does seem to be at fault, meet with him or her and share what your child's experience has been.

If the teacher does not agree, you may need to speak with the school counselor or special education department, but if you believe your child does have learning difficulties, do not give in lightly.

Understanding students in the Syracuse City School District is easier said than done, especially if a teacher didn't attend an urban school as a kid, Scott said.

If a teacher doesn't have this special kind of knowledge, though, it's nearly impossible to change students» ideas.

And knowing how and when to use props like blocks can help you feel more confident in any class, even if the teacher doesn't offer modifications.

If your teacher doesn't do this though, you can place a few drops of your favorite oil on a cotton ball before class and bring it with you.

Whenever someone suggests accountability for the educators, the furor that follows combines OTL concerns (what if the teachers didn't have enough professional development?

The careful organization will be for naught if teachers do a poor job presenting in the classroom.

Measuring the student benefit of mentoring can be tricky, but «presumably, if teachers do a better job, students learn more,» says Sharon Nemser, a professor of education at Brandeis University and senior researcher behind Learning from Mentors, a study published by the National Center for Research on Teacher Learning.

EW: If a teacher does not certify the first time she or he tries, I know that person can «bank» his or her scores.

«If teachers do not deeply understand their standards — or the instructional practices that are aligned with them — their instruction may fall short of helping students meet those standards,» observes the RAND Corporation's Kaufman, who, along with Lindsey Thompson and V. Darleen Opfer, found that Louisiana teachers demonstrated a stronger grasp of the Common Core standards and adopted more classroom practices that reflect them than did teachers elsewhere.

If teachers don't create and analyze data on student achievement, tying a system of evaluating or compensating them to the outcomes of their students becomes capricious and counterproductive.

If teachers do not trust the technology it will not be used.»

If teachers don't see how your festival will fit into the larger picture (the curriculum picture) they will be less likely to get involved.

«It won't turn out as well if a teacher doesn't care, but there's enough support built into the software that students can get by,» Dede says.

Furthermore, he contends, «If a teacher doesn't think that their principal is giving them a fair evaluation because of some vendetta, they can have an external expert with no personal ax to grind watch and give feedback.»

But if the teacher did something creative, innovative, that would be great because it's coming from the teacher,» he says.

If teachers don't own it, the full potential of CCSS will get lost in the bureaucratic minefield of our public schools.

If the teachers do not come together as a cohesive unit ~ agreeing with the philosophy or executing the rules and consequences ~ then the system will fall apart.

What if a teacher does nt leave behind plans?

If teachers don't lay the groundwork for the partners who will teach the financial - literacy lessons, if they don't remind their students to bring in money to deposit on Fridays, and if they don't brainstorm ideas with their students on how to earn money, then it won't be successful.

She adds: «If a teacher does all the assessing themselves, by the time the data has been analysed it might be too late for a pupil.

EW: Some teachers say that kids will waste their spare time watching TV and playing video games if teachers don't assign homework.

If teachers don't show up and teach, the parents react.

If a teacher does not respond congruently, that is, authentically, and is not being himself or herself whatever he or she tries will be ineffective.

What if a teacher doesn't leave behind plans?

If the teacher does not use it effectively, the students suffer.

It's all well and good when classrooms finally get «wired,» but how much difference can it make if teachers don't know what to do next?

Second, quality instructional leadership matters: if teachers do not afford students powerful learning opportunities, this is ultimately an issue for school leaders.

If teachers do not look to principals as instructional leaders, where will they get feedback about their instruction?

If teachers don't agree with the measurement, they won't agree with the program.

If teachers do not see a benefit to their participation, they will be less likely to invest in the experience.

If a teacher does stay that long, her retirement wealth will more than triple between the ages of 50 and 60.

Possibilities and results aside, if teachers do not have access to the right kind of data, blended learning is rarely successful.

If the teacher does not know your child — then what?

If a teacher doesn't do well on the evaluation, it's also a shadow over me too, as a paraprofessional.

Even the best professional learning experiences will be ineffective if teachers don't have the time, funding, instructional materials, or necessary technology to use their new knowledge and skills.

Chicago Public Schools CEO Forrest Claypool on Tuesday warned that cuts to the classroom would be necessary if teachers don't agree to concessions in a new contract.

If teachers do not view assessment data as timely, or if they feel that it does not accurately measure student learning, efforts to get them to use the data fall flat (Marsh, Pane, & Hamilton, 2006).

In a meeting with the Tribune Editorial Board, Chicago Public Schools CEO Forrest Claypool warned that classroom budget cuts would be necessary if teachers don't agree to concessions in a new contract and if state lawmakers don't come through with $ 215 million for the district's budget.

And as with any reform effort, if the teachers don't buy into it, it's not going to work.

For example, what good is legislation SB - 191, which focused so many efforts on understanding and improving the effectiveness of teachers, if teachers don't see excellent teaching rewarded financially?

Moreover, even if teachers do find a research - based practice to try, figuring out how exactly to go about making changes is hard.

Bell said the union remains interested in pursuing a statewide teacher evaluation model, but it still has to be implemented at the local level — something that could be harder if teachers do not have a say in the matter.

If teachers don't open these schools, others will.