Sentences with phrase «little teacher or student»

The groundswell of community support for the school helped create and maintain what is now the most ethnically and socioeconomically diverse school in the district, with consistently some of the highest test scores — and very little teacher or student attrition.

Not exact matches

Some sympathy has to go to the teachers who usually have to teach in overcrowded and very mixed abilities of students and little ability or limited latitude to discipline.

As a physics teacher, I teach the therapeutic effects of gamma radiation in radiotherapy, along with the associated dangers (radiation can cause cells to become cancerous as well as kill cells that are already cancerous), but a common misconception among students is that cancer cells are rather like viruses or bacteria, a sort of alien cell that has entered the body, growing out of control with little relation to the surrounding cells.

'' [T] he research offers no reason to believe that students in high - quality classrooms whose teachers give little or no homework would be at a disadvantage as regards any meaningful learning.»

To normalize your child's feelings, remind them that everyone, including other students and even their teacher, feels a little nervous on their first day - or even throughout their first week - of school.

Jennifer Ronayne, a fifth - grade teacher at the Connetquot schools with 13 years of experience, said Cuomo has little understanding of how classrooms work — and of how harmful his policies have been for teachers and students, particularly those children who have special needs or who are English language learners.

«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.

However, students learn surprisingly little about STEM careers from parents, teachers or guidance counselors, the authors write.

That includes any effect of student poverty on teacher quality; in a 2004 study, Eric Hanushek, John Kain, and I found that poverty contributes to teacher turnover and to schools having a higher share of teachers with little or no prior teaching experience.

But at face value, whether a student can or can not carry a machine around all day tells us little to nothing about a school's actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.

One hypothesis, for example, is that retesting reduces the pressure to unduly focus teaching effort on the marginal students — students who may or may not pass — in the months before the initial test, and thus teachers can give relatively more effort to the infra - marginal students, including those high - achieving students at little risk of failing.

And when the tests are too narrow a measure or aren't properly aligned to standards, they provide little concrete information that teachers and schools can use to improve teaching and learning for individual students.

As a teacher, I know how difficult it can be to get to know your students on a personal level; we spend all day teaching, correcting and instructing them, which leaves little time to really find out what interests or inspires them.

Included: Thirteen activities to help teachers get to know student strengths, set the classroom tone, observe student interaction, or just provide a little fun!

Classroom «Crisis»: Many Teachers Have Little or No Experience MSNBC, September 26, 2011 «While education experts caution that lack of experience isn't necessarily an indication of a teacher's ability, student achievement scores do show that on average a first - year teacher is not as effective as a third - year teacher, said Susan Moore Johnson, an expert on teacher recruitment and retention at the Harvard Graduate School of Education.»

For all of the changes that have been slapped onto the existing schedules, however, it is safe to say they amount to nothing more than accommodations to internal and external pressures, small alterations that accomplish little or nothing in the work lives of teachers or the learning of students.

We have very little evidence about whether teachers are aligning their instruction to the Common Core standards (what we know isn't very promising, especially with respect to reading), or whether it's working, or whether students are learning more as a result.

Whether a student can or can not carry a machine around all day tells us little to nothing about a school's actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.

The teachers reported that some students who had little patience when doing classroom book exercise were more than happy to have 10 or 20, or 50 failures before coming to their final solution;

With little training and a lot of administrative pressure, many teachers have students take notes in Word or surf online and call it technology integration.

However, each student should receive teacher attention, whether it is somewhat passive or highly interactive — some students require a little prodding during check - ins, while others might over-share.

Positive comments from some recent users of this book include: Most schools are full of documents and data... Dr Slater is among the first to show how they can be used to compare what is said on paper and in interviews... The results will shock you... Dr Slater is a successful high school teacher and an award winning author... and here's why... Fantastic little book, punches well above its weight... Makes it seem so simple... the art of the genius... As an advocate of the What Works agenda, I think this book really is a wake - up call... A fantastic insight into the potential for using documents in research... Nails twenty years of research in twenty minutes... Worth every dime... Every student in my class (6th form) has been told to buy this book... and it's easy to see why... Shines a great big light on the power of documents in research... Surely this is the best book in its field... First class... I kept referring to this book in my presentation last week and the audience was ecstatic... Education research, usually has little effect on me... Until now... This book is formidable... Crushes the concept that education research is rubbish... fantastic insight... Blows you away with its power and simplicity... Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their students suffer.

These courses were entertaining, relevant to young people's lives outside of school, required little or no homework, and, for PE, were amenable to high student / teacher ratios.

Most of the research that is positive about tracking or ability grouping compares two conditions: 1) heterogeneous settings in which teachers do little to attend to student differences, and 2) tracked or grouped classes, where the teacher teaches at the perceived readiness level of the students.

We all know a few teachers are just plain bad; students in those classes would be much better off learning from a competent or superior teacher in a slightly larger class — and the students in that class would suffer little (if at all) from having one or two more classmates.

«This is deeply important because there is very little that helps young people, students, and teachers in school that gives them real flesh to the bone of the Common Core standards or any other standards as a statement of what people should know or do,» Seidel says.

When the school piloted the idea of student - led conferences five years ago, a few of the teachers were simply asked to find ways to give the students a little more presence at the conferences, whether through a letter to the parents, a podcast, a poster or by just being at the conference themselves.

And when the tests are too narrow a measure or aren't properly aligned to standards, they provide little concrete information teachers and schools can use to improve teaching and learning for individual students.

While there are many books and ideas about how little or far you can go with them ~ I will give you a condensed version of what preparation is required in my classroom to pull off a successful evening for all students ~ teachers ~ and parents:

For instance, from an NCATE newsletter published in 1999: «Over 100 studies show that qualified teachers outperform those with little or no preparation in helping students learn.»

Our school has a period called bonus at the end of every day — a little over 30 minutes for students to work on homework or study.The Peer to Peer teacher uses bonus on Fridays to meet with the mentors; that's not ideal as it's too short, but it would be difficult for students to give up two class periods for mentoring.

Because most first - year students have little experience in group work, Newman and Coit must instill in them what the school refers to as power skills: the abilities, such as communication, collaboration, time management, and organization, students need in order to participate effectively in a project - learning environment — or in any group, the teachers say.

Think of the impact when students bring work they're proud of to their teachers only to get a disappointing grade, or little recognition for that C + on a test.

As for filling the hole of unfunded liabilities, there's little choice but to raise contribution rates for teachers, to increase districts» contribution rates (which decreases funds for students) or to seek bailouts from states or the federal government (otherwise known as the «charge - it - to - taxpayers» gambit).

Consequently, gifted students spend most of their school day in front of teachers that have little or no training in this area.

This low barrier of entry into the makerspace activities will ensure that any of your students — regardless of their academic proficiency level or even whether English is their primary language — can begin making with very little or no teacher facilitation.

In other words, to make the very large effects disappear, you have to make either the very strong assumption that student learning has little effect on the U.S. economy or the equally strong assumption that teachers have little impact on students.

First, there is little evidence that teachers meeting to study student data, such as benchmark test scores, actually affects instruction or student learning.

Moreover, the RAND study repeats the finding that teachers» salaries, experience, and whether or not they hold a master's degree bear little or no relationship to student performance.

Or, whatever, but those little, sometimes almost throwaway, lines from teachers can have profound influence on students and what they think is possible and how they see themselves.

The 2008 Fordham Institute teacher survey found: • 65 % of teachers reported that their education courses and programs focused very little, or not at all, on how to teach academically advanced students.

There was clear agreement that policy makers need to respond to complaints from teachers and parents about too much testing, about accountability systems that misidentify schools as being either excellent or in need of intervention, and about state - mandated teacher evaluation systems that have consumed policy attention and controversy for little payoff in student achievement.

«Of course, whether or not students learn should be part of a teacher's and administrator's evaluation, but when you have high stakes for students, teachers and administrators and little or no accountability for the $ 254 million contract lawmakers have given to the testing company, something is wrong.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

We therefore use a variety of fixed effects approaches to estimate the link between student achievement and these three forms of being to new one's job assignment — new to teaching, new to school, or new to position within the same school — with a particular focus on the latter given that so many teachers experience within - school reassignments and we know so little about how students are affected by it.

Teachers can do a little pre-planning during the summer to alleviate the stress of planning special events (field trips or guest visits - in person or virtually) for students during the school year.

The study finds little correlation between teacher retention and personal demographics, preparation pathway or degree, or even student and school factors such as poverty rate or grades taught.

The authors recommend four best practices in this area: (1) Get rid of the omnibus grade, which tells teachers little about the content measured or the difficulty level of the content; (2) If you can't get rid of the omnibus grade, provide scores on measurement topics in addition to the grade; (3) Expand the assessment options available to students; and (4) Allow students to continually update their scores on previous measurement topics.

Many teachers nevertheless earn their credentials with little background in assessment design or believing incorrectly that they should differentiate their instruction for student learning styles.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.