Sentences with phrase «most teachers in grades»

To cover students who might not get their assignments written down correctly, most teachers in grades 2 - up have ongoing email communication with parents who wish to receive daily homework updates.

Not exact matches

Listen to most teachers — and most parents — and it's easy to assume that getting good grades in school is a requirement for professional success.

It was like having a revered teacher give you a failing grade in the course you love the most.

When a typical school teacher starts their day they know that they will most likely teach only one grade in the elementary years.

«For most teachers, the value of Focal Points lies in organizing and prioritizing what they are already doing,» says Bonnie Hagelberger, a veteran first - grade teacher in Minnesota and NCTM board member.

Perhaps most interestingly, over 64 % of former RET participants still teach the curriculum unit they developed at the CSNE, which given that teachers may change grade levels, class subjects and school districts, demonstrates an ongoing interest in neural engineering and the long - term value of this curricula.

She has been a teacher for over 20 years and most of those years have been in the primary grades.

In one of the most successful juxtapositions of content and action, Blanchett plays a grade school teacher.

Because students in elementary grades are assigned to one teacher for most of the school day, advisory systems would be duplicative and are therefore not used by elementary schools.

Yet college credit via dual credit in most places is automatic for anyone who gets a passing grade from the instructor, who is typically an «adjunct» assigned by the community college and not infrequently a regular high school teacher with the appropriate master's degree.

But for most of the nation's teachers, who do not teach subjects or grades in which value - added data are available, that debate is also largely irrelevant.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statIn addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statin the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

«I have tried to attend all grade - level data meetings led by our reading coach because I want to keep informed, and I want the teachers to realize that I consider the data meetings most important in guiding reading instruction.»

Drawing on the results of computer - adaptive tests given periodically throughout the year, the 7th and 8th grade humanities teacher and her students at Oak Valley Middle School in San Diego set classroom goals that target the areas the youngsters struggle with the most.

«The one concern I hear most is the time it takes to plan and gather things to make PL work,» says Susan Moon, a fifth - grade teacher at West Pelzer Elementary School, in West Pelzer, South Carolina.

But the answer isn't just to lay off teachers and let class sizes rise (though, in most grades and subjects, modest increases aren't the end of the world).

Adds Julia Beers, third - grade teacher at Malcolm X Elementary School, in Berkeley, California, «The most special gifts, the ones that really make me glow, are the letters of appreciation.

In fact, the MEAP is a much better exam than the tests that most teachers develop for themselves and use to grade their students.

In fourth and fifth grades, most Enota teachers design learning contracts, weekly activity charts that offer a menu of activities based on varying intelligences, for their students.

In 2003 schools chancellor Joel Klein appointed her and the project, through a no - bid three - year $ 5.4 million contract, to the task of revamping the way literacy skills are taught in more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakerIn 2003 schools chancellor Joel Klein appointed her and the project, through a no - bid three - year $ 5.4 million contract, to the task of revamping the way literacy skills are taught in more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakerin more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakerin Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakers.

Moreover, there are often large differences between the most - requested and least - requested teacher within the same school, grade, and year: The average difference is 7.4, and in 10 percent of grades, the difference is larger than 17.

Supportive interventions can help some students, but these interventions are often implemented too late (after years of reading failure, despite evidence that taking action is most effective in kindergarten and first grade) and haphazardly (schools and teachers often do not know what can work for various types of students).

Most teachers in Louisiana perceive — correctly — that their standards instead encourage them to teach particular grade - level texts and organize reading skills instruction around those texts rather than teaching reading skills and allowing students to apply them to any text.

Which teacher is going to welcome teaching the most demanding and difficult pupils if they know that, despite their best efforts, those pupils are not going to make the required improvements in their grades to meet the teacher's objectives?

The problem is that most teachers — two - thirds in Ohio's case — don't have «value added» data because they don't teach subjects and / or grades with valid state assessments.

Most teachers work in grades or subjects in which standardized tests are not administered and therefore will not have a value - added score.

Avery Lewis, a third - grade teacher at Mother Hale Academy, acknowledges that most of the teachers in the school are very conscientious.

Teachers currently have students who read several grades above and below grade level in the same classroom and most feel that they are not able to effectively differentiate instruction for students of all levels of achievement.

First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical model centered on a single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.

Rather than trying to convert their entire schools to project - based learning all at once, principals in Whitfield County started with a single grade and tried to place the teachers who were most eager to make the transformation in that group.

Renaissance uses a «looping» model, in which most teachers remain with students for two years across all grades, including high school, so pre-K teachers generally follow their students into kindergarten.

Other children, even in the same program or grade, spend most of their time passively sitting around, having few if any interactions with an adult, watching the teacher deal with behavior problems, exposed to only boring and rote instructional activities.

The first and most rigorous of the studies, by Dan Goldhaber and Emily Anthony of the Urban Institute, found that on average North Carolina students in grades 3 - 5 whose teachers were board certified scored 7 to 15 percent higher on tests than students whose teachers attempted but failed to gain certification.

Specific and Sequenced: Most curriculum standards provide general goals and objectives but offer teachers little guidance about the specific knowledge students should learn in each grade.

Heather Wolpert - Gawron Student Engagement Blogger and English teacher Heather Wolpert - Gawron asked her eighth grade students what they find most engaging in the classroom

Suppose a group of states were to invite panels of teachers to assemble packages of materials targeted at the most demanding new standards in each grade and subject.

In grades 4 and 5, students graduate from the two - teacher model and are taught exclusively by SETs, most of whom have advanced degrees in the field they teacIn grades 4 and 5, students graduate from the two - teacher model and are taught exclusively by SETs, most of whom have advanced degrees in the field they teacin the field they teach.

By redefining urban teaching, at least on a two - year basis, as prestigious and cool, Kopp helped solve the teacher shortage problem; today, in many cities, there is actually a surplus of certified teachers for most subjects and grades.

But most teachers, including the seven in this lawsuit, don't teach those subjects in the grades the test is administered.

Similarly, the average proportion of time that 8th - grade teachers spent on the most basic mathematics concepts — those associated with 1st - through 3rd - grade material (such as simple addition, reading a clock, and multiplication facts) declined from nearly one - quarter of their mathematics instructional time in 1994 to 18 percent in 2001.

Two groups of students were studied: elementary - school students in grades 3 through 5 (where most students have a single teacher throughout the year) and middle schoolers in grades 6 through 8 (where students tend to have a different teacher in each subject).

For teachers in specialized areas, such as arts and physical education, as well as most teachers in the earliest grades and in high school, the SGOs will be the main measure of their students» growth.

In a study of the achievement of students of 165 second - and third - grade teachers conducted over a three - year period, Brophy (1973) reported on the patterns of the most effective teachers, who represented about a third of the sample.

On paper, it looks to most people like a good plan: $ 1.2 billion going straight to needy school districts to hire thousands of new teachers and reduce class sizes in the crucial early grades.

In two of the school districts he visited, white parents tended to be the ones most involved in the parent — teacher associations.They know, for example, about mathematics placement tests in fifth grade that dictated which classes students will takIn two of the school districts he visited, white parents tended to be the ones most involved in the parent — teacher associations.They know, for example, about mathematics placement tests in fifth grade that dictated which classes students will takin the parent — teacher associations.They know, for example, about mathematics placement tests in fifth grade that dictated which classes students will takin fifth grade that dictated which classes students will take.

While not universal across all teachers, there is a definite trend, in the most effective schools, for grade 1 and 2 teachers to combine (a) explicit phonics instruction in isolation with (b) coaching students to use a range of strategies to figure out unknown words when they encounter them in everyday reading.

In 2010, less than half of 4th grade teachers reported emphasizing key topics of civic education to a moderate or large extent, according to the most recent NAEP civics assessment.

Three of the nine first - grade urban teachers in their sample were identified as most effective based on their students» end - of - year reading and writing achievement.

But our work in schools has shown us that most students focus entirely on the grade and fail to read or process teacher comments.

Chi square tests revealed that in comparison to the moderately effective schools -LRB--RRB- and least effective schools -LRB--RRB-, more grade 1 and 2 teachers in the most effective schools were frequently observed coaching as children were reading to teach word recognition.