Sentences with phrase «many kinds of classrooms»

Why do we sit only facing forward — is this some kind of classroom?

Directed by Patrick Creadon and produced by Christine O'Malley and Neal Baer, If You Build It offers a compelling and hopeful vision for a new kind of classroom in which students learn the tools to design their own futures.

The workshop offers a very special opportunity for all educators, those new to the QFT and those already experienced in using it, to learn more about innovative ways to teach the skill of question formulation by applying the QFT for different teaching and learning goals in all kinds of classrooms.

But our favorite response, because it called to mind the kind of classroom we'd most like to be a student in, was «Walkie - talkies — we do lots of field work.»

Teachers create this kind of classroom environment by discussing rules and sanctions, giving choices, listening to students, and caring about how students feel.

Here's the good news — it doesn't really matter what kind of classroom management style you have.

Only when those policies are upgraded purposefully to accommodate and encourage a different kind of classroom environment will digital learning become an integral part of the American education system.

This kind of classroom, the report says,

Recently on Twitter, I saw this comment: «Students run into these kinds of classrooms, not away from them.»

To actually give them clues about your space and where you are — talking about what it looks like outside the window for example, what kind of classroom you're in, using the camera to show your remote students the space that they're being videoed into is really helpful, and helping your students right there in the classroom to know how to relate to the students on the screen is helpful too.

Developmental psychologist Richard Weissbourd, the co-director of Making Caring Common and a senior lecturer at the Harvard Graduate School of Education, offers advice on setting the kind of classroom norms that can create a respectful environment for rich conversations about even the most challenging topics.

Whether directly (purely online) or in a hybrid fashion (a residential course that uses a learning - management system to do basic administrative work or more sophisticated tasks such as assessments or discussion boards), faculty and learners are working in a new kind of classroom.

«Leading people involves asking students to consider what it feels like when the classroom doesn't work for them or for their friends, to envision what a classroom would be like if it functioned in a way that helped each student grow as far and fast as possible — and to participate in developing that kind of classroom,» says Carol Ann Tomlinson, University of Virginia Curry School of Education's William Clay Parrish Jr..

«Students in those kinds of classrooms are supportive of one another, work together cooperatively, encourage one another, assume responsibility for their own learning and behavior, and are allowed to make decisions.»

Peanuts spur all kinds of classroom activities — from making timelines and snacks to investigating how peanut plants grow and estimating the number of peanuts in a large container!

Further north another primary school has been added to using these kinds of classrooms in order to cater for junior secondary students and has some of the oldest surviving transportable in the state.

Nuts for Peanuts: Peanut Plants, Peanut Timeline, and Peanut - s - timation Peanuts spur all kinds of classroom activities — from making timelines and snacks to investigating how peanut plants grow and estimating the number of peanuts in a large container!

As with Hamilton - Rohe's daughter, the experiences of autistic girls — both their diagnoses and services — often depend on what kind of classroom or school they're in.

To see Match Next in action is to see a totally different kind of classroom, one with a lot more adults than a normal classroom has.

Traditional spaces are frustrating for those trying to create the kind of classroom environment that takes each of these into consideration and deliver innovative programs.

(See Marzano: A different kind of classroom: Teaching with dimensions of learning.)

The scope of the substitute problem is difficult to gauge because comprehensive data on this kind of classroom instability is not reported in a uniform way and often is not reported at all.

This movement does little to foster the kinds of classroom activities, decisions, and judgments that we envision for democratic education.

The following Web sites offer some glimpses into new kinds of classroom relationships.

To ensure that our soon - to - be teachers understand this shift, we need to create and model how this kind of classroom looks and functions.

I teach in all kinds of classrooms.

They need to know the research about learning being a social endeavor and know how to create the kind of classroom that incorporates that research, the kind of classroom that is a true community of readers, writers, and thinkers.

If we accept the premise that student - centered learning can be a highly effective strategy for many kinds of classrooms and school populations, how can we ensure it is implemented effectively, with intelligence, and without the rigid dogma that so often leads to the failure of so many sweeping educational reforms?

In Term 1, Contexts for Educational Equity and Access introduced students to the kinds of classroom student variation and needs they will have in their classroom and the different pedagogical and instructional choices that are available to meet those needs.

Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students

Best of all, Barnes» results - only classroom offers the kind of classroom in which students achieve at higher levels.»

They work for all kinds of classroom activities, not just phonemic awareness games!

A different kind of classroom: Teaching with dimensions of learning.

Not exact matches

«The worst kind of training for the folks we work with is to sit them in classrooms and make them listen to lectures.»

But I discovered that these young innovators were far more intrinsically motivated, and when I looked at the pattern of what parents and teachers had both done to encourage intrinsic motivation, I found a kind of remarkable emphasis in the classrooms and among the parents of play, passion and purpose.

«You kind of feel you're bothering people,» he said, referring to his requests to sit in the back of classrooms and ask the teachers questions afterward.

This denial comes most often in the form of a blindness to the particularity of creation, the same kind of blindness that has burdened so many of our Sunday - school classroom walls with a generalized, handsome, and Teutonic Jesus when in fact our Lord was and is no doubt far more Semitic in his actual appearance.

Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.

This consensus could be interpreted to reflect powerful socializing forces within UU churches or to indicate that the same kinds of persons are attracted to the pews, pulpits and classrooms of this denomination.

In the classroom, however, this kind of political correctness would be a disaster.

In a classroom there is a concrete space, as in the library there is a kind of logical space that contains items of information.

The main lesson here is that we must not only teach and learn about a «new heaven and a new earth,» but must create in our classrooms and activities the kind of small - scale cosmos where these are more nearly realized and approached.

«You've got two very different kinds of rich experiences when the baby boomers and the millennials come together in the classroom setting,» Aldridge said.

When I visited another EL school in the spring of 2015, the Washington Heights Expeditionary Learning School (known as WHEELS) in Upper Manhattan, almost every classroom I visited was engaged in some kind of elaborate discussion or creative project that demanded involvement from every student.

I've never really been the kind of person who would choose to be in a classroom of small children all day long.

No matter what kind of day I'm having, it's instantly better the minute I walk into her classroom.

Rather than viewing this as some kind of trade - off where some kids win while others lose, I suspect it would be much more helpful if we built a system where all kids can have a positive classroom experience without pressure, intimidation, and anxiety inducing instruction.

That kind of peer - to - peer connection is a key «best practice» for breakfast - in - the - classroom stakeholder engagement, said Martin.

The type of learning you're describing, with open classroom discussion, a lot of choice for students, inquiry - based learning, projects, it seems at odds with the kind of call - and - response, very teacher - directed style that you see at a lot of so - called «no excuses» charter schools that produce high test scores with disadvantaged populations.

I know many of us parents say, «If I could be a fly on the wall of their classroom...» While it would be kind of silly to see one of us sitting in an elementary school desk or hiding under our college student's dorm room bed, there are plenty of ways that our kids can «take us with them» to school, or at least the most important advice we can give them.