Sentences with phrase «listening to their teacher provide»

You may find that your child wishes for more physical activity during the day, or would prefer to spend more time reading texts than listening to their teacher provide explanations.

Not exact matches

Put no hope in the younger generation unless you have listened very carefully and heard that this only will happen in the next generation provided that someone from the older generation, you and I — the theologians, the thinkers, the teachers, the preachers, the progressive Christians — insist that this generation is brought up with, confronted daily with, required to think about the new questions and the new insights.

«Our members need skilled employees now more than ever, and our schools must provide our children with the skills necessary to compete outside the classroom,» said Heather C. Briccetti, Esq., president and CEO of The Business Council of New York State, Inc. «This study proves that New York is leading the nation — not only by setting high standards, but by taking the time to listen to parents and teachers about improving them.

Interactive experiences like sharing toys, working in a team, and listening to a teacher may provide opportunities for children to learn about what constitutes a desirable reputation and the kinds of strategies that are effective for building a good reputation in their social environment.

Meanwhile the teacher listens in on those conversations and provides targeted help to the students.

Hoot is co-produced by easy listening rock / country star Jimmy Buffett, who also provides some new original songs to the soundtrack, in addition to casting himself in the role of the kindly biology teacher.

They brought teachers and their unions to the table for discussions of education reform strategy and won their trust by listening hard to what the teachers had to say and then providing the needed support.

While a long - term connection with a student doesn't inherently provide insights, a teacher's questions, observations, and a willingness to listen offer an opportunity to learn more about the student experience of school.

School leaders and administrators should be open to trying this model in their respective schools, providing time for teachers to have conversations, explore ideas, share work, listen and experiment.

Research shows that when teachers provide students with choices and options, listen to students thoughtfully, respect students» perspectives, ask questions about what the students want to do, and resist stating answers too quickly, it supports students» autonomy, competence, and relatedness (Reeve, Bolt, & Cai, 1999).

Listen to your audience: Always give teachers an exit ticket to gather their feedback — and provide enough time at the end of the PD for them to complete it.

It covers the following National Curriculum learning objectives: - develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently - becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales - drawing on what they already know or on background information and vocabulary provided by the teacher - making inferences on the basis of what is being said and done - answering and asking questions - predicting what might happen on the basis of what has been read so far - using dictionaries to check the meaning of words that they have read - checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context

The teaching of the two strands, however, need not be correlated, i.e., teachers may provide instruction and practice in a given unit of the Skills Strand as needed, while moving on to new topics and anthologies in the Listening and Learning Strand.

In this webinar, he introduces the Paideia Seminar and discusses how it provides teachers with a consistent and powerful way to teach these speaking and listening standards — while simultaneously enhancing students» ability to successfully read and write about demanding texts.

Effective programs provide principals an opportunity to learn by practicing aspects of the daily tasks of the principalship, such as learning to listen to and include teachers in school - site decision - making.

Providing professional development for all adults throughout the education system centered on Meaningful Student Involvement and Student / Adult Partnerships helps teachers, administrators, support staff, parents and others focus on collaborating with students beyond simply listening to student voice.

This practice builds a sense of community, develops problem solving skills, strengthens bonds between student and teacher, and provides an opportunity for students to practice their listening, speaking, and interpersonal skills.

This report provides detailed descriptions of the steps and structures Metro teachers developed to support students» speaking and listening skills.

When a teacher I worked with discovered that her new class was mostly auditory learners (compared to last year's kinesthetic learners), she changed from using group projects to delivering technology - infused instruction that provided more opportunities for listening to content.

When teachers say they need resources, training, and especially time, we must listen and do the best we can to provide the resources.

Imagine if Connecticut's elected and appointed officials actually stopped denigrating teachers, the teaching profession and public schools and started listening to teachers and providing the resources necessary to improve educational outcomes, especially for Connecticut children living in poverty, facing English language challenges or requiring special education services.

This series of 21 webinars aims to provide teachers with a deeper understanding of how students learn English language reading, writing, speaking and listening skills and looks at practical ways teachers can help students to improve.

«It would mean that if teachers unions want their members» money, they'd better come up with an attractive, responsible, user - friendly organization that listens to its members and provides services that are focused on working conditions for its members, not politics and social issues.»

Effective teachers provide ELLs with opportunities to listen and follow along during read - alouds.

While many teachers will still listen to and learn from the feedback provided by their principal, they place great value in the thoughts and experiences of their peers for new teaching ideas.

This training aims to provide teachers with a deeper understanding of how students learn English reading, writing, speaking and listening skills and looks at practical ways teachers can help students to improve.

As we continue the conversation about teacher quality, let's listen to the voices of educators who have a deep and nuanced understanding of teaching and learning: to Pam Grossman on the essential role of teacher retention in the development of teacher quality; to Linda Darling - Hammond on the importance of treating teachers as professionals, providing them with opportunities to learn with one another: what keeps good teachers in schools; to Anthony Cody on the complex nature of learning, and of the relationship between great teaching and dynamic learning.

What sets the Student Voice Initiative apart from other student initiated projects is that it explicitly articulates the importance of intentionally seeking out student voice, intentionally providing opportunities to move from listening to hearing, and articulating the importance of us [principals and teachers] working with our students on issues that matter most to them.»

Listen to Chloe Dewe Mathews, Paul Bonaventura (independent producer) and Niall Bergin (Manager, Kilmainham Gaol) discuss Shot at Dawn Second Level Resources for Teachers and Students These resources are in two parts and have been prepared to provide supplementary information for Second level students and their teachers visiting the exhTeachers and Students These resources are in two parts and have been prepared to provide supplementary information for Second level students and their teachers visiting the exhteachers visiting the exhibition.

Classroom Assistants provide support to lead teachers and complete daily activities such as preparing the classroom for lessons, listening to children read, supervising group activities, helping children who need additional support, providing emotional support to children, motivating students, and maintaining attendance records.

Strengths • Highly skilled in handling classroom management activities to ensure that students are actively listening and responding • Ability to implement lesson plans in sync with core curriculum objectives and goals • Qualified to handle distressed students in an empathetic manner • Exceptional communication skills aimed at providing students with help in understanding class concepts • Adept at providing individual attention to students struggling with complex concepts • Proficient in handling large groups of students during outdoor activities and special projects • Hands - on experience in instructing students in the absence of lead teacher • Proven ability to handle classroom emergencies by responding in a prompt manner

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

PROFESSIONAL EXPERIENCE Bay Ridge Preparatory High School, Brooklyn, NY 2007 - Present Language / Physical Education Teacher Provide creative teaching methods to stimulate students» interests and to develop better listening skills and participation in Italian Language studies.

Raymond Academy, Houston • TX 2009 — Present 4th Grade Writing / Language Arts Teacher (2011 — Present) 1st Grade Reading / Writing Teacher (2009 — 2011) Provide creative teaching methods to stimulate students» interests and to develop better listening skills and participation in Language Arts.

An accompanying and powerful body of research is building about resilience and the capacity of humans to thrive in the face of traumatic life events.7 Resilience is the ability to respond to experiences, fostered by the clinicians, teachers, friends, family, and community in one's life.8 Support from others, referrals as needed, and the simple act of having a trusted provider listen nonjudgmentally and with compassion can provide support.