Sentences with phrase «learn from teachers like»

Also... Rebecca M, it's very refreshing to know and learn from teachers like you.

Not exact matches

If you do not feel like you are making enough progress via self - teaching or if you prefer to learn from a professional, you can seek out a xylophone teacher.

I've learned countless invaluable lessons from that experience as well: There's nothing quite like becoming your own marketing, sales, and accounting departments — and no better teacher than failure.

I would like to thank Judith Longman, Religious Editorial Director of Hodder and Stoughton, for her encouragement, and Mary, my wife, for her enthusiastic support and forbearance, and my teachers, colleagues and parishioners for all that I have learned from them.

Again, the meaning of 1 Timothy2: 8 - 15, which places various restrictions on women's dress and speech, depends not on our context, but on the double background of Paul's Judaism (where women were exempted from learning) and the situation at Ephesus (where untrained women who had submitted to heretical teachers seem to have been seeking to spread their beliefs, perhaps like the hierodules in the service of the temple of Diana, cf. 2 Tim.

Then learn from them, for a student, according to Luke 6:40, when he is fully trained, will become like his teacher.

Thank you so much Ms. Allie you're like a teacher to me since I do nt have any formal baking schooling i just learned my chocolate cupcake recipe from you and I am so greatful because everyone who tasted it really loves the cup cakes!

«I think if we can just slow down a little bit on the high - stakes assessment and get teachers comfortable using something like Toward High School Biology or units from IQWST then teachers will begin to get a feel for what [the new standards] mean and will start seeing a difference in their students learning,» Roseman said.

How do the lessons you have learned from your own experiences affect the kind of classes that you would like to teach or the kind of teacher you would like to be?

You should be «in like» with your teacher and excited to spend time learning from them.

What I mean is, I know what it's like to be a dedicated yoga teacher looking for passionate, credible, authentic folks to learn from who are ready to bring it and have the wisdom to do so.

You'll likely get to go deeper into topics like philosophy and meditation, learn details about alignment, and get more individual attention from teachers than is possible in other settings.

When asked what they liked best and least about the program, responses ranged from an 18 - year - old female student saying that she liked best «the fast - paced learning, the teachers, and the food,» to a senior girl reporting that the program «made me feel better about myself.

The evolution of technology though has provided smart solutions like distance learning, where a student doesn't need to be present in the classroom and can learn from teachers who live in different parts of the country by using online learning environments or distributed course materials.

«In my school we have a saying that «learning from a teacher who has stopped learning is like drinking from a stagnant pond,»» adds Beckett.

There are a number of important impediments inhibiting teachers from learning from each other — like packed teaching schedules, a lack of collaboration time, and ambiguity about what constitutes best practice.

From the very beginning, Mission Lab was considered a critical design aspect of Quest to Learn — a design lab in the school where game designers and learning designers from Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for studeFrom the very beginning, Mission Lab was considered a critical design aspect of Quest to Learn — a design lab in the school where game designers and learning designers from Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for studefrom Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for students.

If you think that sounds like a great environment for student teachers to learn great teaching from the start, the iZone initiative of Metro Nashville Public Schools (MNPS) agrees.

It's moving in the exact opposite direction of teacher evaluation systems everywhere else, including places like Washington, D.C., where we've learned from experience that test scores should make up less, not more, of a teachers» evaluation.

Most teachers cover three crucial areas: the right to feel safe, not just physically but psychologically safe, and what that means; the right to fundamental respect and fair treatment of one another; and obviously the right to learn without undue and unreasonable distraction from other students, so what a learning community ought to feel like.

The interests ranged from kindergarten through grade 12, so some students were learning to become high school math teachers, some were working on middle school social studies, and some of us, like me, were learning about beginning reading in elementary school.

«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.»

Take a tip from some of the pioneer districts currently running successful distance learning programs like the one in Riverside, California; there is no escaping the fact that the more students per teacher, the less individualization per student.

Like other schools in the Algiers charter network, Behrman was implementing the Teacher Advancement Program (TAP), a national initiative to help teachers improve their instruction methods by learning from experienced colleagues designated as mentor teachers and master teachers.

Fifty four per cent of all parents would like teachers to do more to protect their child from cyber predators, and this percentage increases for parents with children in early learning and primary school.

As I explored the topic, talking to teachers, former teachers, and other educators from Massachusetts to Illinois to California, I learned that simple answers are elusive; it was like trying to photograph a speeding train.

It is obvious that many teachers have been indoctrinated with an exclusive attitude that suggests «unless you have been in the trenches, you can't possibly know what it's like, and therefore what could I possibly learn from you?»

The inextricable link between the learning environment and the performance of those within it, as embodied in «The Third Teacher» concept attributed to the Reggio Emilia ethos, is now well documented, with support from the likes of Professor Peter Barrett and the Clever Classrooms report of the HEAD project.

«In my school we have a saying that «learning from a teacher who has stopped learning is like drinking from a stagnant pond.»

For veteran teacher Kelly Myers, moving from the traditional classroom to the world of virtual teaching and learning was like starting over.

If a teacher moves from a traditional teaching style (Point A) to using blended learning correctly (Point B), what does Point B look like?

She calls her teachers, even her principal, by their first names, freely comes and goes to and from school like an employee passing from the office to lunch to an afternoon meeting, and, with the help of her peers, her teachers, and her family, has taken control of her own learning.

Learn how Google Chromebooks for Education allow schools, like Edmonton, to use the power and simplicity of the web for unlimited teaching and learning opportunities and to engage all constituents from parents, students, teachers, and administrators.

In this can't - miss webinar, you'll hear from experts like Sergio Anaya, supervisor of instructional innovation at Colonial School District, Pa., and Lesa Wang, visual arts and STEAM teacher at the Marymount School of New York, on how they brought powerful STEAM learning to their schools & the benefits to their students.

As part of C.M. Rubin's Top Global Teacher Bloggers, this is my response to this month's question: What should a holistic approach to learning look like and how do we shift the focus from the accountability measures in existence now to ones that are relevant for all students in a changing world?

We agree with this conclusion, and New Jersey, like other states, must develop such policies over time through a confluence of national and local research, lessons learned from our classrooms, and an unwavering resolve to provide our students with high - quality teachers.

B. Base 80 % of teacher evaluation on student performance, leaving the following options for local school districts to select from: keeping the current local measures generating new assessments with performance — driven student activities, (performance - assessments, portfolios, scientific experiments, research projects) utilizing options like NYC Measures of Student Learning, and corresponding student growth measures.

But, like any other strategy for improving STEM teaching and learning, buy - in from teachers and administrators is pivotal in determining teacher participation and a supportive context for the PLCs at the building and district levels.

But, like any other strategy for improving STEM teaching and learning, buy - in from teachers and administrators is pivotal in ensuring teacher participation and a supportive context for the PLCs at the building and district levels.

With the release of Clinically Oriented Teacher Preparation (COTP) in 2015, the National Center for Teacher Residencies (NCTR, formerly UTRU) set out to illustrate what preparation programs actually do as they transition to a clinically oriented approach; what the move toward practice - based preparation looks like; and what can be learned from programs across the nation that are transitioning to clinically oriented teacher prepaTeacher Preparation (COTP) in 2015, the National Center for Teacher Residencies (NCTR, formerly UTRU) set out to illustrate what preparation programs actually do as they transition to a clinically oriented approach; what the move toward practice - based preparation looks like; and what can be learned from programs across the nation that are transitioning to clinically oriented teacher prepaTeacher Residencies (NCTR, formerly UTRU) set out to illustrate what preparation programs actually do as they transition to a clinically oriented approach; what the move toward practice - based preparation looks like; and what can be learned from programs across the nation that are transitioning to clinically oriented teacher prepateacher preparation.

Fixing a vastly broken system like DC Schools, that is rife with Teacher Union Corruption, SOME Lazy & Lackadaisical Teachers that treat their jobs like their rest away from home & could care LESS if their students really LEARN & are getting the FOCUSED targeted attention that THEY NEED!

From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieFrom my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achiefrom this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!

We'd also like to hear your perspective on why it's so important that all students have the opportunity to learn from great teachers.

We would like to communicate our deep appreciation to these teachers who are allowing us to learn from their experiences.

Like most professions, teachers get better as they teach and learn from other highly effective teachers.

My student teacher was an eager - to - learn practitioner who felt like she had simply not learned enough from her teacher preparation coursework.

In this conversation with E4E - Chicago Outreach Director Andraya Yousfi, Lynn shares what she's learned from her 17 years of experience teaching in Chicago Public Schools, and what it was like to work on the E4E Teacher Action Team on the Elementary and Secondary Education Act.

Kids won't learn from teachers who disrespect them or treat them like just a «number.»

Through coaching provided by TSCCI partners Eskolta and reDesign, Bronx Haven's principal at the time, Lucinda Mendez, and a team of teachers launched a multiyear effort to shift the school's focus from traditional outcome measures — like standardized test scores — toward the learning process itself.

While a 14 - year - old might manage to learn something about the Constitution from a social studies teacher he doesn't like, a 4 - year - old is incapable of learning much from an adult he does not trust.