Sentences with phrase «language students feel»

He's curious about whether teachers establish this kind of inclusive atmosphere in both ELL and general education classes and whether second - language students feel they belong in all aspects of school.

Not exact matches

Male students feel the burden as they learn firsthand how women students are revising the theological language, ministerial practice, and self - understanding associated with a profession too long captive to the interests of men.

I felt blessed that with the help of European programmes and German student stipends I was able to spent my time walking around on the campus of Oslo university, getting to know all kinds of people, learning Norwegian and visiting German and English language classes.

And perhaps what students need more than anything for these positive academic habits to flourish is to spend as much time as possible in environments where they feel a sense of belonging, independence, and growth — or, to use some of the language of Deci and Ryan, where they experience relatedness, autonomy, and competence.

What Deci and Ryan's research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth — or, to use Deci and Ryan's language, where they experience relatedness, autonomy, and competence.

It was so nice to feel that I was contributing to teaching something, seeing the students» progress and also, it was not only about the language, but teaching some principles for life and cultural aspects.

Today's teachers report feeling underprepared to meet students» language - learning needs effectively and typically have little to no training in how a student develops language.

Forbidding students to use their primary languages does not promote a positive learning environment where students feel safe to take risks and make mistakes.

But the Qudwa Forum also expected teachers to be passionate and compassionate; to encourage students» engagement and responsibility; to respond effectively to students of different needs, backgrounds and languages; to provide continual assessments of students and meaningful feedback; to promote collaborative learning, tolerance and social cohesion; and to ensure that students feel valued and included.

More than six years after states began adopting the Common Core State Standards in English / language arts and math, most teachers say they are now familiar with the standards, and a growing number feel prepared to teach them to their students.

Fay / Whaley: One of the best ways to help ELL students feel comfortable is to provide multiple opportunities for them to talk — with a partner, in a small group, to someone who speaks their native language, to the teachers.

Even now, having taught «The Rime» to students with varying language needs in international schools, I can't help feeling it is the combined effect of Coleridge's words and Dore's etchings that have made the unit work so well; the Dore etchings provided a «way in'to the ballad in that pupils actually felt that they were able to uncover their own layers of meaning.

By tackling their errors in the form of a class lesson, you protect students» feelings and lessen the risk that the dreadful «self - sensor» mechanism will build a wall between students and the language they want and need to learn.

Support for teachers: It may not be realistic for every teacher to meet Indigenous students» needs relating to language, culture and identity, but there is much that can be done to help teachers to feel confident and competent in establishing positive relationships with their Indigenous students.

«My main goal as a language teacher is to find authentic input to help them learn from real language - we have to make students feel like they're in the US even if it's still Morocco outside the school doors.»

When the students saw how poorly I spoke their language, they seemed to feel less embarrassed about how they spoke ours, and conversation began to flow.

And while 83 percent of educators felt that they should provide a safe environment for their LGBTQ students — by displaying visible symbols of support or disciplining students for using homophobic language, for example — only half had taken action to do so, according to the Gay, Lesbian and Straight Education Network (GLSEN), an organization that helps K — 12 schools create safe environments for LGBTQ students.

The number of students who have felt unwelcome or rejected by a particular group because of their academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies / interests, home neighborhood, primary language spoken, musical interest, personal appearance, race, sexual orientation, or style.

Because they feel equal to their peers, English - language learners, as well as students with special needs, feel welcomed in these types of spaces.

Students are often unmotivated to continue studying a world language when they feel the content is not applicable to their lives.

It might feel like the type of language we would worry might discourage our students.

They can work with their students to create collective norms and rules for discourse, wherein they define together what «respectful language» constitutes, collectively agree to assume good intent, discuss how they will respond when they feel offended, and provide them with common language to express concern or remorse when they've created offense.

This lesson is to consolidate the language that we have seen so far during Module 3 - I felt that my students had taken on a great deal of vocabulary and grammar in a short space of time and wanted to spend some time revising and consolidating what we have covered so far.

«If you change things like language learning at home, if you work with parents in helping them feel like they have a right advocate for their kids, and if you help parents learn to communicate effectively with teachers, all these things can really help students achieve,» he said.

Mrs. Amel feels privileged to share the fun of learning another language with her students.

One of our readers, a middle school language teacher, has also written us to say that she enlists help from her students in writing goals — their collaboration helps them buy in and feel a sense of ownership for their learning targets.

Provide opportunities for ELL students to participate in Book Buddies experiences as a way to let students practice their new language in a gratifying, low - pressure setting (e.g., ELL students still get the honor of being a role model and mentor, feeling less pressure since they are reading primary picture books).

Too many districts enrolling high percentages of Black, Latino, low - income, and English Language Learner students feel pressured to narrow the curriculum to emphasize those subjects tested (math and English language arts).

«I've been working with ELL students my whole career,» said Scott Jensen, an eighth grade language arts teacher at Centennial Middle School in Portland, Ore. «I still feel like it's been only recently that I've been making tangible strides with these students.»

The activities in Cool Things to Do present a variety of opportunities for students to explore how to react to a bully, such as having rehearsed and prepared responses, knowing how and when to ask for help, and using body language when feeling uncomfortable or threatened.

Download eight free Halloween language arts worksheets that will engage students in learning and make your classroom feel truly spooktacular!

The future teachers appreciated the students» suggestions about pairing them with a peer, checking in often to address any frustration they may be feeling, and giving them feedback on their English usage so they can improve their language skills.

In my current role teaching educators Responsive Classroom strategies, I watch teachers incorporate these five principles of language into their daily communications with students, and I see them build classrooms where students feel safe, respected, and engaged.

In language arts classes, each student wrote about what they felt was the most important of the four guidelines.

A rubric that rates a teacher ineffective because «students» body language indicates feelings of hurt, discomfort, or insecurity» (Danielson 2a) having nothing to do with how that particular teacher treats her particular students is not a fair rubric for teacher evaluations.

When using SIOP, teachers strive to create a nonthreatening environment where students feel comfortable taking risks with language.

In classrooms across the world, multilingual learning environments help students feel at home and accelerate language learning.

The program focuses on making students familiar with the foreign language, so that it feels like a natural acquisition of Spanish as they progress.

Students who are struggling with core academic coursework or who are English language learners (ELL students) are more likely to drop out than their peers, due to the frustration that school isn't meeting their needs, lacks relevance to real life or is not a place that they feel they can be sucStudents who are struggling with core academic coursework or who are English language learners (ELL students) are more likely to drop out than their peers, due to the frustration that school isn't meeting their needs, lacks relevance to real life or is not a place that they feel they can be sucstudents) are more likely to drop out than their peers, due to the frustration that school isn't meeting their needs, lacks relevance to real life or is not a place that they feel they can be successful.

As part of its recent exploration of issues surrounding English - language learners, the Mirror wanted to hear what these students feel is helping them.

Subsequently teachers learn how to integrate the approach into their standard curriculum and experience The Feeling Words Curriculum, a language - based emotional literacy program for students.

Limited Reliability: Many factors can influence standardized test scores, including variations in test makeup, whether a student «tests well,» language and cultural factors and how a student happens to feel on testing day.

Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculum or create new courses that address the unique language and academic gaps of these students.

There was a positive impact of Playworks on teachers» reports of students using positive, encouraging language; teachers» perceptions of the extent to which students felt safe at school; and teachers» perceptions of the extent to which students felt safe and included during recess.

I looked for how teachers integrated language and content instruction at the same time, supported ELLs» access to grade - level content, and built classrooms in which all students felt like they belonged.

With both languages equally represented, students who are English language learners feel a sense of appreciation for their dual language gifts.

98.1 % of LGBTQ students heard «gay» used in a negative way (e.g., «That's so gay») at school; 67.4 % heard these remarks frequently or often, and 93.4 % reported that they felt distressed because of this language.

EDI provides the direct teaching of concepts and skills, but because each lesson is interspersed, nearly every two minutes, with Checking For Understanding using Pair - Shares and Whiteboards, the students are fully engaged, using the language and skills being taught, and not feeling lectured to.

«Independent schools, with other schools, have felt that the grading issue is making it harder to recruit good students to modern foreign language A-levels.

Like most of the schools in private space feeling the crunch, Haynes ticks off a laundry - list of items they'd love to be able to provide their students: more technology, a computer lab so that kids can be on computers «every single day», and more language software.