Sentences with phrase «language teachers felt»

It found that language teachers felt attracting pupils to study languages after the age of 16 was a «challenge».

Not exact matches

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.

So how can we as teachers foster close reading, overcome fear of the genre, and cultivate a love for poetic language without getting bogged down in lessons that feel like dissection labs?

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.

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.»

How do you feel about one of the main recommendations being a specialisation for primary school teachers with a focus on STEM and languages?

Most practical teachers of EFL feel that when learners fall back on their mother tongue to help create the second language system, that is a necessity, not a mistake.

«Content - area teachers in middle and high school feel less prepared to teach reading skills, and they also view reading skill as something that should have happened at the elementary level,» says Lecturer Pamela Mason, M.A.T.» 70, Ed.D.» 75, director of the master's program in language and literacy and the Jeanne Chall Reading Lab.

We had a great session where teachers shared classroom video and led mini-exercises so parents could get a real feel for how dual - language was working in the classrooms.

According to the Teacher Voice survey of 2,088 senior leaders and 1,643 teachers over June and July, just 40 per cent of respondents felt confident in teaching the new curriculum for computing, with 51 per cent in languages.

Low - income parents» involvement in school may be hindered by transportation difficulties, chronic health conditions, or conflicts with work schedules, while parents whose primary language is not English may not feel able to participate in school activities, or may belong to a culture where questioning teachers is not a norm.

97 % think it disadvantages children with special educational needs, 84 % feel children with English as an additional language will be adversely affected and 74 % of teachers voiced concerns about the effect on summer - born children.

«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.

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.

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:

Barb Barclay, a 6th grade language arts and social studies teacher and teacher evaluation team member at Totem says, «I feel good about being part of a staff that has a lot of strong teacher leaders on it who are trying to make a difference in kids lives.

«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.»

Because we are the most diverse district in the state, we want to be sure that our teachers feel comfortable in these environments to reach and teach every scholar, no matter their background, no matter their language, no matter their exceptionality.

As a result of this comprehensive approach by the Casey Foundation, Morningside Center, and other partners, parents are getting invaluable support and feel connected to the school, teachers have a common language and goals, and children get extra academic support and a more consistent message of caring and respect.

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.

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.

Most undergraduate programs for teachers tend to emphasize language arts and give short shrift to mathematics, which means that teachers «often feel inadequate» even after years of teaching the subject, he said.

Many history / social studies teachers, while feeling validated by the new English language arts standards, also feel frustrated by the volume of history content they must get through each year.

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

In a statement, the Communication Trust said «while the primary findings from this RCT in reading comprehension do not show a positive impact», it did find other benefits for teachers, such feeling «more able to identify children who needed support and to monitor language and communication development».

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.

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.

Ted Christensen, 47, a seventh - grade English language arts teacher who has taught at Valor Middle Academy for six years and has been a teacher for 18 years, said the evaluations he gets during classroom observations make him feel valued.

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.

Teachers feel more comfortable and feel they are making gains with respect to fostering language acquisition and making content comprehensible to their EAL learners.

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.

Touching on topics ranging from teachers who were important to her growing up to the various languages spoken in her family, she said her goal was to make the Fellows feel more comfortable with sharing their own experiences during their classes.

I know many teachers feel the same way about working with speech - language pathologists.

The Responsive Classroom approach, which research shows is associated with students having better social skills and more positive feelings about school, offers concrete strategies to help teachers» classroom language support student learning.

Many teachers feel that if they do not correct mistakes immediately, they will be helping reinforce incorrect language production skills.

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.

Teachers and caregivers can promote social emotional learning by modeling emotions vocabulary and language, building positive relationships with students, and providing a safe environment where children feel comfortable taking risks and expressing their feelings.

It might feel like a challenge at times, but what about learning a new language with a help of a personal teacher and impressing their family next time you come for a visit?

Teachers and caregivers can promote social emotional learning by modeling emotions vocabulary and language, building positive relationships with students, and providing a safe environment where children feel comfortable taking risks and expressing their f

As a result of this comprehensive approach by the Casey Foundation, Morningside Center, and other partners, parents are getting invaluable support and feel connected to the school, teachers have a common language and goals, and children get extra academic support and a more consistent message of caring and respect.