Sentences with phrase «much writing teacher»

This finding runs counter to much writing teacher lore, and our current study attempts to understand why.

Not exact matches

By writing and teaching publicly, you declare yourself a representative of God's Word and teacher, and as such will be held to a much greater standard by God, accountable for every word you write, every person you influence.

1 have thought of still others in writing this: Sunday school teachers, that brave breed, who give so much and are so often given too little; and that wonderful, ubiquitous «man in the street» who wants his questions answered without theological indoctrination and in such fashion as to be spared from professional initiation.

I - tsing, Chinese traveller in India in the seventh century A.D., states that the Vedas were still transmitted orally.16 This does not mean necessarily that there were no written copies, but only that dependence for authoritative transmission was not on the written copies which are so very much subject to error, but upon the painstaking oral transmission from teacher to pupil.

With how much it is talked about in our pulpits and written about in out books, one would think that warning against false teachers is a popular topic in Scripture.

The records of Jewish saints and teachers, and of their teaching, were likewise handed down orally, as tradition, for a long time before they were committed to writing — for a much longer period of time, in fact, than was true of the Gospels.

The bottom line: whether you're approaching the teacher or the principal, a united front of several parents is much harder to ignore than the single parent who can be written off as some wacky «health nut.»

W: my P1 form teacher who adored me so much that she wrote me a personal letter, encouraging me to attend Uni in future.

For instance my children enjoyed: web - page design; writing stories / novels; stamp collecting; programming; graphic design; art of various sorts; music — self - taught and from outside teachers; juggling; soldering — and much more.

And, obviously, it's much more fun to practice writing while writing to a peer than writing an essay for the teacher!

Michael Rebell, an attorney who won a landmark case requiring the state to fund school districts more equitably, and Randi Weingarten, president of a national teachers» union, wrote in appendices to the report that they agree with much of the group's findings, including recommendations for increased access to pre-kindergarten, technology and learning models that connect high school and college, and merit pay for teachers.

It turns out that even in the world of scientific writing, your eighth - grade teacher was right: how you write can matter as much as what you write.

If the teacher had said she wanted me to write about the civil war, that would have been much easier than writing about ANYTHING.

Much has been written about changing role of the teacher from «sage on the stage» to «guide on the side.»

In the spring, I spoke to the teacher about how much growth I saw in his writing skills because of the letter - writing homework.

Instead of the teacher spending as much time on background and stage setting, I think there'll be more close reading and analysis of text and how it was written.

«I'm a science teacher, and I'm best when I'm reviewing a task that isn't science, because I have so much pre-conceived knowledge... I know what the teacher's trying to write and I don't realise what's implied.

Once students have a sense of purpose, teachers build in the more prosaic aspects of learning; writing a letter to a city councilwoman is an occasion to learn how to craft an introductory paragraph much as an upcoming basketball game motivates layup drills.

At lunchtime there will be a «fireside chat» with playwright Mark Wheeller, who wrote «Too Much Punch For Judy», among other plays — a work which is extremely familiar to drama teachers all over the UK.

As he wrote in his first book, Square Peg, «By not understanding how much people vary in their working memory, teachers force kids constantly to jump through needless hoops, much as if they were obliging their students to ride unicycles between classes.

Every perceptive teacher sees a diversity of strengths and weaknesses in each of her students: There is the child who loves math but has trouble playing well with classmates, the one who makes friends easily but struggles to stay focused on written tasks, and another who creates beautiful paintings but can't seem to retain much of what she's read.

Too much time and paperwork are involved in writing the student's individualized education programs and too little in making sure that the teachers know what to put into the program, can teach its content, and can defend the program on the basis of evidence that the program leads to full participation, economic self - sufficiency, and independent living.

Parents wrote about teachers who were hard to reach or seemed unsympathetic to parental concerns; who assigned too much homework or did nt bother to collect homework conscientiously completed; who did nt notify them when their childrens behavior changed or grades began to fall.

All teachers are writers — we write emails, lesson plans, newsletters, assignments, and so much more.

The authors make much of the fact that no one involved with writing the standards was a K — 3 teacher or early - childhood professional.

«A school administrator,» he wrote, «can not watch teachers teach (except through classroom visits that momentarily may change the teacher's behavior) and can not tell how much students have learned (except by standardized tests that do not clearly differentiate between what the teacher has imparted and what the student has acquired otherwise).»

How much more engaged, motivated and invested in the task would your students be if they knew they were writing for a real audience, for a reader other than the teacher?

You will probably find that even though parents are just as busy as teachers, they eagerly take the time to write as much information about their child as they can.

Payne began to explain her observations to other teachers, and soon was in so much demand, that she found herself writing a book about the topic.

The NPR piece drove home the point that standards themselves can only accomplish so much: «Even as Zimba and his colleagues defend the standards against cries of federal overreach,» Garland wrote, «they are helpless when it comes to making sure textbook publishers, test - makers, superintendents, principals and teachers interpret the standards in ways that will actually improve American public education.»

Many reformers and funders have written off schools of education as beyond repair, and much of the current energy for teacher preparation is centered on non-traditional programs like Teach For America.

As a new kindergarten teacher at Alexander Park Elementary School in Rocky Mountain School District # 6, she hasn't had much opportunity to use this poetry - writing activity, but she holds onto it as a great example of an activity that encourages creativity and stimulates interest in both biographies and poetry.

Much like a summer institute for teachers to hone their writing skills, the Youth Writing Project is a summer program with WP teachers at the helm to guide kids of all ages through innovative writing actiwriting skills, the Youth Writing Project is a summer program with WP teachers at the helm to guide kids of all ages through innovative writing actiWriting Project is a summer program with WP teachers at the helm to guide kids of all ages through innovative writing actiwriting activities.

«A key point of contention about an evaluation system is how much it will identify teachers who are not good and don't improve,» Mr. Gates writes.

Kelly Gallagher says that students should write four times as much as a teacher can grade.

For example, teachers often see themselves as teachers of particular year levels; textbooks are written for each year of school and encourage timed, lock - step progression through curriculum content; and all students are assessed at the same time to establish how much of the delivered curriculum they have mastered.

I also had difficulty differentiating between summary and analysis, much to the chagrin of my teachers, who worked diligently to help me hone my writing.

Johnson also writes that eight out of ten teachers report their teaching would be more effective if they did not have to spend so much time handling disruptive behavior.

Much has been written about the trust and autonomy Finnish schools provide teachers, but I would like some firsthand examples of how that autonomy extends to students having freedom or involvement in the learning process.

Writing in the Monitor's EqualEd section, Colorado teacher Jessica Moore urged the secretary to «visit our schools, observe, and listen as much as possible.»

The op - ed by the president of the Connecticut Education Association, the state's largest teachers» union, needs to be put in context, as there was so much wrong in what she wrote [July 30, «Charter Schools Funded At Expense Of Others»].

I'd like to know how much class time it took these teachers and students each day to read the article, write a response, and then share them aloud.

For the most part, they look more deeply at literacy than either policy or measurement researchers by examining specific aspects of literacy instruction (e.g., writing process, qualities of writing, alignment of assessment with constructivist curriculum frameworks in literacy, specificity of state standards) and by situating much of their work in classrooms or in direct interactions with teachers.

Students might ignore feedback more on a computer, for example — although there's also evidence that students ignore much of the feedback that teachers write in the margins of their papers.

However, not much has been written on how states plan to leverage Title II, Part A of ESSA to strengthen their teacher pipelines.

Many assume that primary school teachers don't need to know too much beyond basic reading, writing and arithmetic.

Bill Roberts writes in The Idaho Statesman on September 13, 2013 that teachers throughout the state of Idaho are unable to make good use of a much heralded Schoolnet data system because test score data arrive months too late and because some of the data is riddled with errors.

Diane writes again: «Much has happened since Gordon, Kane, and Staiger speculated about how to identify effective teachers by performance measures such as student test scores.

«The coverage of events was rather good, but there was so much missing,» noted teacher union expert (and frequent critic) Mike Antonucci, who writes for The 74, a nonprofit education outlet.

Much has been written about using popular sites like Twitter and Pinterest as ways for teachers to connect, but often lost in the mix has been Google +.