Sentences with phrase «just about every educator»

There is a resource within our podcast selection for just about every educator and student!

Not exact matches

Of course, The Laurels and The Cedars are just two schools and much more could be said about the good work that is being done in schools across the country, about the sterling work done by Catholic home educators, and about a range of other initiatives including the steady growth of the Catechesis of the Good Shepherd and the projects arising out of Stratford Caldecott's two books on education: Beauty for Truth's Sake and Beauty in the Word.

When Harville Hendrix writes about relationships, he discusses them not just as an educator and a therapist, but as a man who has himself been through a failed marriage.

Explore the Passion for Birth website to learn more about why you need this workshop, whether you are already an experienced childbirth educator or just starting out!

Just as when I write about school food reform, I welcome comments and guest posts from school food service workers sharing their unique perspective, it's been illuminating to hear from educators about this issue.

Just about everyone on the parenting front - doctors, educators and parents themselves - agrees that the hands - on parenting seminars and with - the - kids classes are helping to steer the way to more positive parenting for the «90s.

The character educators Tough writes about in his book believe that confidence, optimism and curiosity are the attributes we need to instill in our young; they just don't know how to do it yet.

If you're a nurse, doula, midwife, childbirth educator or even just a new parent who wants to know everything about babywearing, I highly suggest becoming a babywearing educator!

I am just a lowly stay - at - home mom who must rely on websites, doctors, and educators to have a clue about what my own children need...

«Sometimes, transmitting «boiled - down» messages about the brain to educators can just lead to misunderstanding, and confusions about concepts such as brain plasticity are common in discussions about education policy.»

Elsewhere, Dan Haesler, international keynote speaker, educator, writer and consultant, addresses «Engaging Kids Today — It's about pedagogy not just technology».

An aspect of Above the Line that some educators find challenging is developing the right questions to ask students about correcting their behavior, since many teachers are accustomed to just handing out consequences.

Just like our students, some staff members may feel embarrassed about asking a question in front of other educators.

When we talk educational technology, there's far too much excited talk about big purchases of tablets or assessment systems and far too little about just what educators and students are supposed to actually do with these.

I would commend this memo to just about anyone in our field, but particularly groups like TNTP that do this work day in and day out, officials at USED interested in witnessing the difficulty of bringing an Administration priority to life, the Gates Foundation MET team (who I've been pestering about next steps), academics who study policy implementation, and anyone else with an interest in today's work on educator effectiveness.

Alongside numerous educators and schools at the frontlines of this work, Hill, Molitor, and Ortiz are lending the personalized space a language, framework, and clarity for how to go about doing just that.

Which is exactly how we tend not to think about education reform — and is exactly what engenders fear and loathing in traditional educators, whether because major surgery is just plain scary or because they're worried about their jobs or just because they're not too comfortable with technology themselves.

Yet, when we talk educational technology, there's far too much excited talk about big purchases of tablets or assessment systems and far too little about just what educators and students are supposed to actually do with these.

In her July 5 remarks to the National Education Association, Hillary Clinton told teachers, «we need to be serious about raising your pay... no educator should have to take second and third jobs just to get by.»

There's a vibrant online community of educators sharing their expertise in writing, and the topics that get covered offer insights into just about everything, including practice, policy, education technology, and many more.

Life as an educator is, and always has been, about making choices, but who could have predicted just how much...

But for high schools, this research at least suggests that educators should think more about how students are learning, rather than just what they're learning.

In 2015, Ed School students learned just how influential educators can be to their students when Kelsey Mayabb, a high school cheer squad coach in Kansas City, Missouri, spoke in the Askwith Forum about supporting Landon Patterson, a transgender student on her squad who had to wear the boy's uniform for years before and after she officially transistioned.

The educational assessment tests states use today have two fundamental flaws: They encourage the sort of mind - numbing drill - and - kill teaching educators (and students) despise, and, just as important, they don't tell us much about the quality of student learning.

And there were just a lot of things that resonated with educators so we talked about that and then I asked the teachers to work on developing their own teacher oath, which is a commitment, it's basically an articulation of their core values as an educator.

Driving the point home, it claims, «Educators, for example, protect children from the rigors of testing, ban dodgeball, and promote just about any student who shows up.

I am currently working with the Alliance for Childhood on a set of developmental guidelines to help educators create technology - awareness programs that help young people think about, not just with, technology.

«After the workshop, educators walk out feeling great about their career and the training they just received.»

This is one of the queries I heard most often when interviewing teachers for The Cage - Busting Teacher or just when talking about the issue of educators, public officials, and education policy.

Just ask a group of educators who formed their own World of Warcraft guild, Inevitable Betrayal, where they actively learn about learning as they collectively master the challenges in game.

In our applied version of this approach (which we have gotten both from Mr. Berger and from educator Andy Tharby), we explain to a class that has just completed a draft of an essay (even a beginner's version) that first we, the teachers, are going to talk about one student's essay — what they did well and what they could do better — and then students are going to do the same with their classmates» essays.

Here in Chicago, I've found that just because urban educators may know about the trauma their students experience, it doesn't mean that they know how it impacts them or how best to help them.

Resilience is about not just about bouncing back but about bouncing back and farther along in our journeys as educators and human beings.

Just 39 percent of Maryland students in grades three through eight met the reading standard set by a governing board of educators from Maryland and about 10 other states.

This is a must - read book, not just for educators, but for anyone who cares about education or, indeed, lifelong learning.

These educators were not just teaching students about the history of black life in America, they were showing them what their textbooks had left out, and therefore how whites controlled knowledge in the United States.

It's not as if local officials, educators, and parents are unaware of the existence of informational texts or just waiting to be told by national elites about when they should start teaching Algebra.

«It shouldn't be a surprise to anyone that I would be talking about how to fight back against the attacks on public education in Puerto Rico and that educators want to act as a human shield to protect public schools and their students just as they've done in West Virginia and Oklahoma,» Weingarten told the Washington Free Beacon.

Encourage all educators and staff — not just language arts teachers — to talk about what they're reading, ask kids what they're reading, be seen reading, and share their favorite reads.

In the article Teaching preschoolers learning strategies: «What» meets «how», authors Felicia R. Truong, Ed.D. (AppleTree Institute's Director of Curriculum and Content) and Abby G. Carlson, Ph.D. (AppleTree Institute's Director of Research and Evaluation) state that «children need to know how to learn not just what to learn» and write about how AppleTree's instructional model Every Child Ready helps educators do this.

As Jersey Jazzman summarized very well in his post about this, the correlational evidence is very weak, the conclusions drawn by outside researchers are a stretch, and the rush to implement these measures is just as unfounded as the rush to implement VAMs for educator evaluation.

I know school budgets have been slashed just about everywhere, but educators still have the important mission of helping our students to become both smart and good.

A: For us, it's not just about strengthening the knowledge and skills and abilities of individual educators.

That it isn't just about the high school getting students to graduation, it is a community of educators, coaches, schools and families that get them there.

The 50 stories gathered here, along with hundreds of others, were submitted as part of the Rethink Learning Now campaign, a national grassroots effort to change the tenor of our national conversation about schooling by shifting it from a culture of testing, in which we overvalue basic - skills reading and math scores and undervalue just about everything else, to a culture of learning, in which we restore our collective focus on the core conditions of a powerful learning environment, and work backwards from there to decide how best to evaluate and improve our schools, our educators, and the progress of our nation's schoolchildren.

These experiences have given me reason to think more about what it means to be culturally responsive, not just as an educator but also as a human being.

Families and communities need to hear from educators about the victories — small and large — that happen every day in classrooms, not just at the end of the year.

Some U.S. educators, accustomed to thinking about professional development in terms of 2 - hour workshops, will object: «How can you spend so much time on just one lesson?»

That you chose this theme should help dispel just one of the myths that have grown up about school reform: that educators are stuck in the status quo and don't care to implement change.

No longer is the school day just about preparing for high stakes testing — social and emotional learning has moved to the forefront of the education landscape and educators have an increased awareness that when kids feel safe, have healthy connections with others and can understand and manage emotions, the stage is set, not only for an improvement in academics, but also for changes that impact lifelong success.