Sentences with phrase «listened to my students talk»

I can't play a game of ignorance when I have listened to my students talk for many a year.

While students engage in a particular activity, listen to students talk, watch them work, and ask them questions to probe at their actual mathematical thinking.

Not exact matches

But it is a credit to our students that they listened politely to his talk, attempted to argue vigorously with his position, and, in the end, left wanting more.

I did talk with one other student who picked a church for the pastor's teaching, but I listened to this pastor's sermons online, and it was nothing but fluff and stories.

To hear a little bit about what it's like to be a student - athlete in a NICA league, listen to Wisconsin High School Cycling League student - athlete, Hannah talk with NICA's presidenTo hear a little bit about what it's like to be a student - athlete in a NICA league, listen to Wisconsin High School Cycling League student - athlete, Hannah talk with NICA's presidento be a student - athlete in a NICA league, listen to Wisconsin High School Cycling League student - athlete, Hannah talk with NICA's presidento Wisconsin High School Cycling League student - athlete, Hannah talk with NICA's president:

No - one is listening to the students because they sound like petulant children are talking rubbish.

WBFO's senior reporter Eileen Buckley was allowed to listen - in to part of the session and talked with the students.

Around the time Kriwacki did his experiments, some 1,200 miles north at Washington State University, the biochemist A. Keith Dunker was listening to a talk by a former student named Charles Kissinger.

«At dinner one night,» she recalls as we talk in her office at Harvard, «I was musing with a fellow student over whether, when babies look at and listen to something, they perceive [the sight and sound of an event] as two separate things, or do they recognize a link between the two?

Talk to students if they seem receptive find out what they love about the practice, what leads them to this studio and what teachers they take from (so much information they will share - just listen).

In the lesson students talk about meeting a partner and 1) Comparing Human Emotions with Those of Animals (8 to 10 minutes long - depending on chosen listening speed) 2) Michael Ian Black On Why «Boys Are

Kevin Costner's offscreen death (his flashback sequences were cut) provokes a group of his friends — former student radicals now living in uneasy comfort — to talk about their lives and listen to one of the best - selling soundtrack albums of all time.

When we observe, talk with, and listen to our students, we can strengthen the bonds that bridge us to each other and to the poems, problems, and laughter that school life brings.

It seems obvious to me now, in retrospect, that talking with each of my students and listening individually to their needs would improve our relationships, but with the day - to - day demands that teachers face, it's easy to forget the immense value of just a few minutes of connection.

The course objectives are very simple: * Every student talking in English * Every student listening to and understanding English * Every student thinking in English, and * Every student taking part in class Talk a Lot Elementary Book 3 is suitable for students at these levels: Student's Level: Common European Framework (CEF): Cambridge Assessment: Elementary to A2 KET Pre-Intermediate to B1 PET Original book was free in the public student talking in English * Every student listening to and understanding English * Every student thinking in English, and * Every student taking part in class Talk a Lot Elementary Book 3 is suitable for students at these levels: Student's Level: Common European Framework (CEF): Cambridge Assessment: Elementary to A2 KET Pre-Intermediate to B1 PET Original book was free in the public student listening to and understanding English * Every student thinking in English, and * Every student taking part in class Talk a Lot Elementary Book 3 is suitable for students at these levels: Student's Level: Common European Framework (CEF): Cambridge Assessment: Elementary to A2 KET Pre-Intermediate to B1 PET Original book was free in the public student thinking in English, and * Every student taking part in class Talk a Lot Elementary Book 3 is suitable for students at these levels: Student's Level: Common European Framework (CEF): Cambridge Assessment: Elementary to A2 KET Pre-Intermediate to B1 PET Original book was free in the public student taking part in class Talk a Lot Elementary Book 3 is suitable for students at these levels: Student's Level: Common European Framework (CEF): Cambridge Assessment: Elementary to A2 KET Pre-Intermediate to B1 PET Original book was free in the public Student's Level: Common European Framework (CEF): Cambridge Assessment: Elementary to A2 KET Pre-Intermediate to B1 PET Original book was free in the public domain.

The thing I like most about student - led conferences is that we have to do the talking and not just the listening.

Instead, while students are working and talking, walk around and listen to what is being said.

«All but a couple of students were either sleeping, listening to their CD players, or talking to each other,» Pineda recalls.

Here are some ways to hone those listening skills and hold students accountable for opening their ears and minds when talking with their peers:

Schools and the stakeholders who populate them (teachers, counselors, administrators), due to the sheer volume of kids they see and the concentration of time spent together, have a good sense of what's animating the student population; what's being talked about and whom; what music is being listened to, and what's being watched.

«To find the «right» fit,» advises Fischman, «students should read, listen, and talk to others at each school about how these issues are presented and be on the alert for consistencies and inconsistencies.&raquTo find the «right» fit,» advises Fischman, «students should read, listen, and talk to others at each school about how these issues are presented and be on the alert for consistencies and inconsistencies.&raquto others at each school about how these issues are presented and be on the alert for consistencies and inconsistencies.»

I've seen students with their backs to their teachers and their teachers trying to talk through or to their backs, rather than saying «you need to be turning around, thank you, and facing this way and listening».

This booklet covers: - Jobs (masculine / feminine)- Useful vocabulary to describe what you do - The conditional past - Summer jobs - Advantages and inconvenients of different jobs - Verbs followed by the prepositions «à» and «de» - Talking about work experience (mon stage)- Understanding when to use the imperfect and when to use the perfect tense - Understanding the different uses of past participles (advanced)- 2 listening activities (about summer jobs - B1 level)- 1 reading comprehension (true or false - my work experience)- 1 scaffolded writing comprehension (modeled on section 2 from paper 4 - my work experience) I have created this booklets for 3 of my year 10 students who are working at an advanced level.

«Elders don't get much opportunity to talk,» Glandon says, «and interviewing takes students through an experience where they really have to listen.»

Asking students to talk to their shoulder partner is one exercise to promote active listening.

The Socratic discussions teach students to talk, listen, and challenge ideas in a face - to - face circle of peers and guides.

Though the open dialogues have a theme and structured content (designed by the students), the conversation also includes what music they listen to and how they get along with their parents — in other words, teenagers talking to teenagers about teenage issues.

«Students learn initially using subvocalization, so they shouldn't listen to music or talk too much during this time; it will interfere with the subvocalization process, which is important to their learning.»

JE: I'm thinking to myself, what would you say to those teachers listening, primary and secondary (we've touched on primary there but also secondary) who want to engage their students in this area, who want to engage them in Engineering — that aspect of STEM that we've talked about as underrepresented — but maybe they just don't feel comfortable with the subject area and the content knowledge.

White approaches the task like an anthropologist, observing the students, noting what kids are talking about, and listening closely to their conversations.

As they listen, watch, and talk to each other, students begin to see patterns and make connections.

The circles also teach interaction, as students take turns talking about and listening to various opinions on the same topic.

To be successful here, students need to be comfortable talking, and to be able to do so in ways that are interesting to listen tTo be successful here, students need to be comfortable talking, and to be able to do so in ways that are interesting to listen tto be comfortable talking, and to be able to do so in ways that are interesting to listen tto be able to do so in ways that are interesting to listen tto do so in ways that are interesting to listen tto listen toto.

But when leaders can provide a frame that's focused on instruction and say «listen, all forms of evidence are useful here, what we want you to do is anchor your instructional decisions in evidence, and talk about instruction and use that evidence to think about student thinking... what do we really know about student learning in this context?»

And, it was very upsetting to sit in those interviews and to listen to some of the very poor mentoring that went on and how some students didn't return — they talked about some of their peers that they thought were going to be really good teachers that just didn't continue with their prac because of these unprofessional mentors, so that was very upsetting to see.

The key to having meaningful discussions in our classrooms is establishing a culture that values all of the voices in the room, and the more opportunities we give students to think, talk, and listen to each other, the more empowered they'll be to join the conversation.

«What makes me enjoy talking the most,» explains Milo, a Year 3 student, «is that everybody's listened to you, and you're part of the world, and you feel respected and important.»

Listen to elementary teacher, Diane Holtam, talk about bridging the gap between her newly arrived immigrant students» home language and English.

I have learned from my students how to praise and criticize, how to talk in ways that allow others to really listen and how to listen in ways that allow others to truly speak.

Explain to students that they will have a total of three and a half minutes to talk to each other about what they understood from the video or reading passage and that they will need to listen carefully so they do not repeat what the other person says.

I recently had an epiphany while listening to Melissa Katz, a wonderful student activist from New Jersey, talk about corporate education reform on the radio.

The Problem Solving activity enhances the learning experience and promotes mathematical reasoning, and the Math Talk section provides critical thinking questions to help facilitate rich discussions while developing students speaking and listening skills.

You can have students listen to music and talk about the lyrics or look at photographs and talk about what they notice in the picture.

Incorporate activities that encourage students to talk about their emotions, listen to their classmates express their feelings, and reflect on what motivates people.

It starts by being ready to talk with and listen to students.

More and more, well - meaning educators and school leaders are talking about student voice and student choice, and implying that simply listening to student voice and giving students choices will lead to student empowerment.

Senator, students talk ThinSats Fresh from a college commencement address, U.S. Sen. Mark Warner listened intently Saturday afternoon as students and teachers from elementary, middle and high schools briefed him on their mission to put tiny remote - sensing...

Non-tech example: To enhance teacher - student relationships, I often take 15 minutes during my free period to walk, listen, and talk with individual students about their goals and interestTo enhance teacher - student relationships, I often take 15 minutes during my free period to walk, listen, and talk with individual students about their goals and interestto walk, listen, and talk with individual students about their goals and interests.

This past year, Springdale shifted its schoolwide improvement focus to mathematics, using strategies such as Number Talks that help students share their mathematical thinking and help teachers listen to and understand that thinking.

It is a fun way to get our students listening, reading, talking, and writing!»