Sentences with phrase «individual teacher or student»

An individual teacher or student might feel at home in one or a few of these schools, but certainly not in all of them.

Other limitations included small data sets (Kruger, 2005) and the inability to disaggregate test scores that had been compiled at the school level by individual teacher or students (Isenberg et al., 2009).

Not exact matches

The student is dear to the teacher to the extent that he is willing to open himself to the teacher's communication; the student's value depends on his individual success or failure to appropriate the subject matter.

At the same time that she was ingesting all this psychological research about motivation, Farrington was also studying the related sociological literature, which was concerned with how institutional structures affect individual behavior and, specifically, how certain educational structures — like school funding mechanisms, teacher contracts, or patterns of segregation — might incline students toward success or failure.

Special needs children thrive, especially those with attention deficit disorder (ADD) or other learning or psychological problems, because of the individual attention teachers pay to each student.

The educational practice of teachers and young adolescents remaining together for two or more years, known as looping, provides a stable learning environment that supports students» developmental changes and responds to their individual needs.

So teachers at Mango Elementary School in Fontana, Calif., are replacing homework with «goal work» that is specific to individual student's needs and that can be completed in class or at home at his or her own pace.

Teachers or parents may refer students for individual assessments.

The Legislators also supports an explicit law that ensures school districts, individual schools, teachers and students are protected from any withholding of state funds, sanctions or negative impact on a teacher's evaluation associated with the outcomes related to test opt outs.

This training is designed for yoga teachers in training as well as individuals who are already teaching yoga or supporting pregnant women (such as massage therapists, doulas, midwives, registered nurses, doctors etc.) We will review everything you need to know to lead a prenatal yoga class, modify poses for pregnant students that attend your classes, and design a private yoga session for one - on - one students or clients.

In reality, where an individual course falls on this continuum is greatly influenced by the teacher's depth of knowledge and experience teaching the subject, as well as by his or her beliefs about what is most important to learn and what students are capable of.

The good examples we found were those human rights - oriented / social justice - oriented individuals (school principals or other teachers) who were taking steps in their own small way to support refugee students at their schools.

The teacher then needs to dig into the information generated by the class to see if there are key pieces missing, or significant individuals omitted from the student lists.

In response, a number of reform efforts are focusing on creating small schools or schools within schools where students are known and valued as individuals by other students as well as by teachers and staff.

Since it's not often possible for teachers to sacrifice an entire day of schooling to allow for individual creative pursuits, the idea has been reinterpreted in many schools as a «Genius Hour,» where students get one hour per day or week to focus on a project of their choice.

We can't leave it to chance that our students will get this experience, or rely on the individual knowledge set that teachers come in with.

Toward the beginning of each Innovate Salisbury session, time is set aside for teachers to share and discuss their work relating to the progress of their individual projects, and / or any other risks that they may be taking with their students.

This can be an individual «write - it - yourself» activity for students, or teachers may assist students with sentence construction, including word choice, grammar and punctuation.

While teachers work with individuals or groups of students, the rest of the class concentrates on «have to's,» assignments they know they have to complete independently.

This set of resource includes: • 6 attractive PowerPoint presentations which lead the class through each of the lessons • Fun and thought provoking activities and discussion starters, worksheets and questions to reinforce the learning • 6 differentiated homework tasks • A mark sheet which allows pupils to track their own progress • An end of unit test to prepare the students for exams or can be used as a form of assessment • A complete teacher's guide including easy to follow lesson plans • An answer booklet to help the teacher along The lessons are: Lesson 1 — Looking into ethical and moral dilemmas such as driverless cars and the impact of technology on modern life Lesson 2 — More ethical dilemmas including the ratings culture, medical apps, sharing personal data and cyber bullying Lesson 3 — Environmental issues with technology and how organisations and individuals can reduce these effects Lesson 4 — The Computer Misuse Act 1990 Lesson 5 — The Data Protection Act 1998 Lesson 6 — Copyright Designs and Patents Act 1988 For more high - quality resources written by this author visit www.nicholawilkin.com

A lot of our teachers though, when they're thinking about how do we want to teach, they really do want to do something for the students at the individual student level so hence the learner focused one, but it's not necessarily an autonomous learning or a problem solving approach, it might be differentiation or targeted teaching or something like that...

It's critically important that states tell parents, teachers, and kids the truth about whether individual students are on track for college or career.

With micro-chartering, one or more classrooms or individual teachers could receive a charter to provide course access to students beyond the walls of a particular school — or to incubate new charter school models on a small scale before growing them.

Teachers can use it to monitor confidence levels and areas of weakness for individual students or for the class as a whole.

Meanwhile, tutors and teachers walk around looking for students who need help, or meet by appointment to work with individuals or small groups.

And when the tests are too narrow a measure or aren't properly aligned to standards, they provide little concrete information that teachers and schools can use to improve teaching and learning for individual students.

Of course all good teachers ask probing and reflective questions, but the individual and consistent interaction that occurs in the music lesson or weekly band rehearsal is one of the best examples of the way positive learning dispositions can be ingrained in students.

Because we work with all students in different areas of their school life, we're able to collaborate with special educators and classroom teachers to paint a whole picture of an individual student or class.

These functions include the ease with which teachers and other adults who are regularly around individual students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low scores on a particular skill by a particular student or group of students, the signals sent to administrators about teachers and groups of students who may need additional help, and the usefulness in communicating with parents.

Some decisions were easy: to provide a program from 7th grade through graduation; to move students through the program on an individual basis; to ask our teachers to be well educated, but to act more as generalists than specialists; to keep teachers» student loads down, and to offer advisories instead of more formal and distant «guidance counseling»; to offer only one foreign language, but to expect all to learn it; to put our money into more adults, some of them young adults, rather than into high rents or new furniture.

Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur at the school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.

EW: In most classrooms, teachers need to work with individual students or with small groups of students.

- Middle and High School Life Science Teachers - Teachers using NGSS or TEKS - Teachers who want to increase students engagement and retention - Teachers not looking to reinvent the wheel Each bundle includes 5 resources including lab station activities, individual lessons, digital scavenger hunts, readings, and lots more.

Some teachers believe that differentiation only applies to students at the extremes of the ability range — for example, providing enrichment, acceleration and extension activities for gifted students, or designing an Individual Education Plan (IEP) with modified curriculum for intellectually disabled students and those with sensory impairments.

The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs.

To reduce the risk of pressure from teachers or peer pressure from fellow students, it is important that schools take steps to ensure the anonymity of individual student responses.

The Internet is full of foreign language content, but locating reading material that's interesting to the individual, at their level and buried within the English, Spanish or German speaking world - wide - web can be an overwhelming and off - putting challenge for students and teachers alike.

This allows administrators to easily monitor student performance at specific schools, compare general progress among neighboring schools, or track an individual teacher's qualifications and workload.

Blogs are maintained by an individual, in our case a teacher or student, who writes a post, or regular entry, sharing a commentary, description of an event, or other audio - visual material such as a video.

When using a probing discussion, a teacher meets with an individual student and asks him or her questions about the SEL skill, making sure to address the score 2 content, the score 3 content, and the score 4 content.

Another mode would involve tutorial sessions where students meet with a teacher, 1 - on - 1 or in small groups to discuss their individual progress in foundational skills such as maths and reading.

Sanders's methodology can provide an indication of an individual teacher's effectiveness based on his or her students» performance.

Teachers might also find patterns in the data that can help them make decisions on how to address individual needs or how to group students.

For example, increasing student time on task might be a school - wide or individual teacher's goal.

In this post, I am going to try to make the case for why this one word is arguably the most important word for every teacher, school leader and student to meet her or his peak potential as a learner and as an individual.

Different texts may be better suited to older or younger students: a parent or teacher should always preview each individual piece of writing to make sure it is appropriate for a specific age group.

This statistical methodology introduced a new paradigm for predicting student academic progress and comparing the prediction to the contribution of individual teachers (or value added) as measured by student gain scores.

Scope: Comparative data about class size, proficiency on standardized tests, percentage of students who receive free or reduced - price school lunch, and proportion of first - year teachers at a school; there's also a forum for parents to write reviews about individual schools.

Unlikely as it may sound, science teacher Ken Williams of Nobleboro Central School says he is able to have more individual contact with students because he can have e-mail chats about their particular problems or interests while class is in session.

The conference also gave the teacher an opportunity to share any information about the classroom with the principal, such as issues with individual students or specific areas of practice about which the teacher wanted feedback.