Sentences with phrase «language classroom when»

I currently have five students who do not speak English and it's a struggle to have a dual language classroom when there isn't enough time for dual language lessons.

Not exact matches

Being bold with language has a positive social effect in children and your child will feel smart and confident when speaking both at home and in the classroom, eliminating potential frustration.

By the way, this cross-translation in the head occurs, even in those cases when the teacher does not use the native language in the classroom.

Similarly, when it becomes necessary to fill a classroom vacancy or to remove an ineffective teacher, district officials are often hobbled by contract language.

When a new Japanese family arrived in the middle of the school year, the origami instructors worked with the principal to encourage these children to sign up for their after - school class, where they could show off Japanese culture as experts while experiencing the comfort of using their own language in a classroom setting.

A Welsh language resource pack for teachers to use when discussing asylum seekers in the classroom.

Use the trading cards in your classroom when your students are involved in language arts activities.

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 year.

«People slip into their habits of using judgmental language pretty easily, so we build a community of people who call each other on that, so when somebody says, «Oh, that was such a great classroom,» we say, «What's the evidence?»

Before the concept of changing instruction to suit cultural differences existed, immigrants were often viewed as ignorant or lazy in the classroom when they struggled to learn or understand another language.

When sign language is used in the classroom, and even outside the classroom, noise levels drop dramatically.

Throughout West Virginia, for instance, online Spanish courses provided students access to foreign - language instruction when their own school can't hire a qualified classroom teacher.

How can we say that online language learning with live participants doesn't really work when on the other hand we're certain that in a real classroom with books, blackboard, a projector, pen and paper it does?A problem of definitionThe problem rather is one of definition.

As he speculates in «Injecting Charter School Best Practices Into Traditional Public Schools: Evidence from Field Experiments,»» [A] leading theory posits that reading scores are influenced by the language spoken when students are outside of the classroom... [The researchers] argue that if students speak non-standard English at home and in their communities, increasing reading scores might be especially difficult.

When teachers hear the call from industry for more coding in the classroom, they respond that they don't know anything about HTML, Python or other computer languages.

Teaching classroom objects is one of the first lessons when we teach a language.

We developed the framework by defining the issues we consider when we bring technologies into the classroom, by observing other teachers who use technologies, and by engaging others in discussions about problems and challenges they faced when they or their colleagues brought technologies into their existing English language arts contexts.

These frameworks and rubrics are intended to capture the complexity and sophistication of teaching across grade levels and content areas and give everyone a common language when talking about classroom teaching.

The results serve to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content - area classrooms without program support and on state academic content tests without accommodations.

When I establish norms with my students, we focus on what language is and isn't acceptable during classroom collaboration and discussion and the responsibility that each student has in contributing to their own learning and the learning of others.

Andrea Scott, an English language development (ELD) teacher at Field Elementary, remembers how she initially felt about Juan being placed in a regular classroom when he entered his 4th grade year:

Research is, at best, still emerging when considering the role of digital video in the English language arts classroom, as well as English education programs.

When a student does use figurative language in the classroom, it becomes a teachable moment.

It was a wakeup call when teachers at Urban Assembly Academy of Arts & Letters middle school in Brooklyn jointly realized that their most struggling readers were the least engaged learners in all classrooms, not just language arts.

Language learners may come to the classroom with less background knowledge in English, but they have just as much aptitude for learning language and content when teachers scaffold instruction for both.

Although student engagement was initially limited, when thinking became part of the everyday classroom routine, students took more active roles and were able to express themselves using English language in most of the activities.

When appropriate, these messages can provide an excellent opportunity for a student to apply his or her spoken language skills by speaking in front of an audience (the classroom or the entire school via the PA or in - house television network.)

The author will conclude by discussing data from a gamified classroom experience at a charter school in Detroit and investigating language you might use when facing skeptical audiences.

For example, black students may assume that they don't have to watch their language when talking to black teachers or that they can ignore those teachers» classroom rules or dismiss their professional authority.

When these experienced teachers refer to «getting to know their students,» it is true that they are referring in part to a student's English language proficiency, as well as strategizing the best way to assess the student's language and literacy skills with valid, reliable measures in order to place student in the appropriate classrooms.

Participants engaged with materials and activities in whole group and small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience over time with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across time and across the classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack time).

Our Humane Education classroom presentations use multimedia teaching tools to explain animal body language, behavior, and situations to avoid (like when a dog is eating, sleeping, or overly excited), while still keeping kids engaged and entertained.

• Using body language when the teacher is speaking, if there are deaf students in the classroom.

In a randomized trial with 246 children in 20 Head Start classrooms, children exposed to the PATHS program had higher emotion knowledge skills and were rated as more socially competent and less socially withdrawn at the end of the school year.26 When PATHS was implemented along with a language and literacy curriculum in a separate study in 44 Head Start classrooms, significant reductions in children's aggressive behaviour were also observed.27

A study of pre-k programs in 11 states showed that native Spanish speakers» reading and math scores improved more when they received more instruction in their native language, particularly when their teacher was caring and supportive.Margaret Burchinal et al., «Instruction in Spanish in Pre-kindergarten Classrooms and Child Outcomes for English Language Learners,» Early Childhood Research Quarterly 27 (2012): 188 — 197.