Sentences with phrase «much better classroom»

Not exact matches

The girls are given a more focused education — the classrooms are much smaller than in the coed schools that pack upwards of a 100 students in one room — and they perform, on average, much better than the rest of Kakuma on Kenya's standardized testing for secondary schools.

But when it comes to the food in «packed lunches and snacks, bake sales and booster sales, fundraisers, and class birthdays and holiday parties,» as well as food used classroom rewards, the medical organization finds that much work remains to be done.

I want to thank the reporter, Claudia Feldman, for taking time to speak with me about issues I — and most of you — care so much about: trying hard to feed our kids well in a less - than - healthy food environment; improving school food; and yes, my pet peeve of food in the classroom for birthday treats or performance rewards.

This is a much shorter work which really focuses in on strategies to reach impoverished youth in the classroom and to help them to become better students.

«It's good to be in the classroom setting after so much hue and cry over our predicament,» 13 - year - old Sallimatu who was reached by phone in Bo, Sierra Leone's second largest city, told Xinhua.

She gives the example of a school with five fifth grade classes, where students in one classroom score much better on the math tests than the other four.

Advocates for the bill in Wyoming said that the legislation protected good teachers while making it much easier to remove poor educators from classrooms.

People tended not to notice this much, especially if I kept my hand low on the wall, and it was much better than looking drunk by weaving around in hallways and classrooms.

I've also found that students are often better at explaining or getting across certain points than I am — I readily admit as much in my classroom, and students appreciate the acknowledgment.

For good measure, Silva repeats her comments in staccato Spanish as she sprints around the classroom, normally a McKinley science lab — but for the moment very much a painter's studio.

He said: «If schools take time to research the options available to them they will find that pound to pound they are much better off investing in innovative, well made furniture supplied by manufacturers who understand classroom needs.»

By employing head - mounted cameras on students, and using time - lapse photography, they say it's now possible to get a much more comprehensive perspective of overall classroom ambience to better measure teacher performance.

Institutions capture much of the value that teachers create in the classroom; the cost of education restricts access to those who need it most; and present e-learning solutions are mediocre at best.

We then bought Microsoft Surfaces which integrated into our classrooms much better.

Teachers themselves want to better understand how changes they make to learning design and adaptive delivery can improve their own work and the majority of our students are much more sophisticated judges of effective classroom practice than ever before.

While some may question the use of so much money for furniture, it is easy to see that the factory - model of education (which dictated the line -»em - up factory - style furniture our classrooms have always had), is no longer the best way to educate our children.

Their comments, I find, are much better now than had I merely posted them with no classroom modeling first.

Teachers as well felt like they couldn't teach in as much of an ad - hoc way; there's a certain degree of, you know, you prepare as a teacher and then there's a whole lot of stuff that happens in the classroom that you roll with... but when you're sort of «performing» on a screen as well, there had to be a lot more preparation.

are helping to turn my pupils into pioneers; The students are learning so much through these exercises; These resources have made a huge difference to what we do in the classroom; Within minutes these «Get Students Talking» resources have become a class favorite; Terrific ideas; «Get Student Talking» are resources embedded into every lesson now... they are so good; Remarkable; The students» life skills are so much more advanced; I have top - set students and they really enjoy these activities; Wholeheartedly the best resources I am using with every class; The classroom is buzzing with self - confidence, inquisitiveness and cooperation... amazing; I wish I had these years ago.

They like it because has a «learn at your own pace» philosophy as well as spares them the embarrassment of sitting in classroom with much younger people without the same ability to match their learning curve.

Reading fun archive Don't miss this archive for dozens of great «Reading Fun» classroom ideas, including Better Book Reports: 25 Ideas, Better Book Reports: 25 More Ideas, and much more!

In addition, a well - designed online course, whether fully online or blended, will integrate a good deal of interaction that takes advantage of electronic group discussion activities and collaborative learning approaches, some of which might require as much if not more interaction than traditional classroom formats.

With intuitive algorithms guided by well - researched learning processes, rather than electronic mock - ups of out - of - date textbook approaches; much of what «is imagined» is happening in classrooms today.

As well as our standard products we also have a great range of customised and personalised stickers, stamps, reward badges, reward charts, classroom certificates, bookmarks and much more.

This year it was evident how much the competition has increased the children's self - confidence, as well as listening skills and focus, something that can be related to the classroom and everyday life.

After years of teaching small children, it was clear to Iliana Gutierrez how much good picture books can do to enhance classroom discussions and improve the learning experiences of young students.

In deciding what resources you need based on the learners you have, you may first need to determine how your learners learn best, what projects you plan to do, how you can set up a makerspace in your classroom, and much more.

Even better, they were hoping that the combination of classroom observations, student surveys, and previous test score gains would be a much better predictor of future test score gains (or of future classroom observations) than any one of those measures alone.

It's all well and good when classrooms finally get «wired,» but how much difference can it make if teachers don't know what to do next?

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

They are much better structured to get dollars into classrooms than an urban school district is, though.

There is a new contract, a new evaluation system, new principals, a much better rubric for principals to guide teachers in the classroom — the kinds of internal things that change the way schools are run.

The purpose of good assessment is to support student learning, and classroom teachers much be assessment literate.

«We should keep our best teachers in the classroom — and they should be earning a lot more money — as much as $ 150,000 a year,» he declared in a passionate speech to the National Board for Professional Teaching Standards.

IDRA's Good Schools and Classrooms for Children Learning English ~ A Guide (Robledo Montecel, et al., 2002) and its supplement for secondary students also provide a way to collect much of the needed data.

Not surprisingly, a composite teacher evaluation measure that mixes classroom observations and student survey results with test score gains is generally no better and sometimes much worse at predicting out of sample test score gains.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

This legal requirement implies that students who are best served in a self - contained special education classroom need to be given as much access as possible to the general education curriculum.

While a fair amount of evidence suggests that value - added measures adequately adjust for differences in the background characteristics of students in each teacher's classroom — much better than do most other measures — value - added measures are imprecise.

If there is no support or training, we will see more in - school suspensions and other ways that teachers will remove kids from the classroom, and the kids won't be much better off as a result.

This individualization often goes well beyond the creation of classroom rules and routines — it includes what texts and topics are studied in depth, how student grades are calculated, what type of contribution is welcomed during class discussions, the extent to which technology tools are integrated into the classroom, whether students are required to conduct research, and how much homework is necessary to further student development.

A much better idea is to focus single - mindedly on the way that pupils are learning and behaving in classrooms.

: The worst student to teacher ratios in the country; near the worst per pupil funding in the US; low starting salary schedules that shortchange new teachers so the oldest teachers can be overpaid, though all do the same work; LIFO policies so that younger teachers are always fired first no matter how good they are and no matter how poor senior teachers are; teacher layoffs expected at every recession, with waves of recessions expected indefinitely; bad funding in the absence of recessions and worse funding in recessions; constant loading with additional requirements and expectations; poor and worsening teacher morale; poor and worsening working conditions; ugly architecturally uninspired facilities and often trashy temporary classrooms; inadequate learning materials, resources and technology; inadequate administrative support with the worst student / administrator ratios in the county; inadequate librarian, psychologist, behavioral specialist, counselor, nurse support due to the worst ratios; inadequate student discipline structures; and much more...

The people who know teachers the best — parents, co-workers and students — showed much more respect for teachers than elected officials and media members, many of whom rarely set foot in a classroom.

Evidence like this has left some education reformers worried that they have talked too much about removing bad teachers from the classroom and not enough about respecting the good ones and keeping them there.

She takes advantage of using lunch and bus duty time to observe and interact with her students outside of classroom activities, which she believes helps her to understand and connect with them much better inside the classroom.

The schools would do much better if they concentrated on turning classrooms into academic places where ideas really count, places in which discussion of those ideas is at the center of classroom activity.

Brain Breaks take only 3 to 4 minutes, and after incorporating them into our classroom routine 2 or 3 times daily, I found that my students were more engaged in learning and much more focused and well behaved.

It is also true that they can do a much better job for their students under such conditions than the typical American teacher even when the ratio of teachers to students is lower and there are fewer teachers» aides and non-teaching personnel in the classroom.

I am hoping that we see more interrogation of the digital in our classrooms from a labor perspective and that we use that perspective to create solidarity — and much better jobs.