Sentences with phrase «n't value teachers»

«The people who are making decisions in the legislature have made it clear they don't value teachers and have made a situation where many people just like me — who are seasoned, quality teachers — leave.»

Then suppose that they do not value teachers of high quality, perhaps because they make other teachers look bad in comparison.

Not exact matches

While pensions are not nearly as common as they once were, they are a very important part of the retirement plans for many of society's most valued workers: teachers, police officers, fire fighters and more!

Very often what we personally value in our teachers, and what we judge best in our colleagues, is not what others, not even our best friends, may need or desire.

The most teachers can do is make aesthetic value present; whether or not it is apparent to the study relies on other factors.

I have watched so many small colleges sucked down the drain by specious appeals to «liberal values» and «top drawer scholarship,» as though one can not find excellent teachers who are also Christians.

Parents, teachers, writers, ministers, and others responsible for education are, of course, not solely accountable for individual and social values.

A school in a democracy of worth is founded on the premise that there are values of truth and right, not of human determination, to be sought and served, and that teachers, though never fully in possession of these values, are the appointed custodians and mediators of them to the young.

The opposite of compulsion is not freedom but communion, says Buber, and this communion comes about through the child's first being free to venture on his own and then encountering the real values of the teacher.

Vocational advisement, if it is to be of real educational value, should consist not in one or a few interviews on entering or leaving school, but in a continuing dialogue between the student and his parents and teachers in all fields as well as with professional guidance officers.

Responsible theological teachers did not take at their face value the pictures of heaven which were found in hymnody, nor did they regard the somewhat extraordinary set of images in Revelation as being an exact representation — indeed, these images, laden with Jewish eschatological conceptions of the nature of the Kingdom of God when there should be «a new heaven and a new earth» were sometimes felt to be slightly embarrassing.

For if we, the teachers, can't fit the forcibly divorced domains of real fact / imaginary value, actual causes / fanciful ideals, feeling / form, concrete / abstract, together, how do we expect our students, shuttled between worlds without transition as they flow between classrooms through school corridors, to do the job?

@Tindan2 the word decline according to my english teacher has 3 diff meanings one of which is «a gradual and continous loss of strenghs, numbers, quality or value» and to me arsenal fits here in every aspect... plus am not english of which i doubt you're (must be a pathetic one if indeed you're).

Helping students make the shift in attitude that Sommers describes can seem daunting in our current educational climate, where performance is valued over learning, and where parents and teachers often resort to questionable motivational techniques («if you don't do well, you'll end up working at McDonald's») to encourage students.

Girls in the classroom need to recognize that their voice matters, that their voice needs to be heard not just by the teacher but by the boys in the room, and that they deserve a seat at the table, that they deserve to have value.

But passing a law that gives schools and teachers the legal right to judge a parent's participation (and, by extension, parenting skills and values) is absolutely not the answer.

Promote the parent as the child's first most important teacher for helping children not only acquire necessary academic skills and knowledge as well as teaching and sharing values, encouraging and supporting creativity and fostering curiosity and a love for learning.

A real - time electronic poll of BME teachers attending the seminar found that: 78 % do not think the work and contribution of BME teachers is recognised and valued by schools; 58 % do not think treatment of BME teachers has improved in the last decade; Only 36 % feel outcomes for BME pupils have improved in the last decade; 98 % feel that racism continues to be a serious problem in the UK today; 53 % do not see themselves still being in the teaching profession in the next five years, with 31 % saying they are planning to change career and the rest saying they plan to retire or take a break from the profession.

Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME teachers felt their school or college was not seriously committed to addressing their professional development needs and aspirations; 63 % of BME teachers said their employers were not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME teachers felt the Government does not respect and value teachers and does not understand the day to day realities of teaching (99 %); three quarters of BME teachers said they were not confident that their headteacher will make professional and fair decisions regarding their future pay.

suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness.

Malloy's first term did not «value and respect» public education and its teachers.

He also questioned the value of federally funded scholarship programs for students hoping to become STEM teachers, saying that they simply reinforce existing approaches that are not effective.

Just accepting something at face value because you've heard it a few different times or even because a teacher or a professor says it is generally not the best way to acquire knowledge, so kudos to Melissa for asking that question and for getting some clarification.

A first - hand experience of their yoga class will give you insights about their teaching style, their knowledge and whether or not they can add value to your teacher training through alignment and breathing.

Though Tris and Four are constantly moving from one location to the next, they don't really accomplish anything of value, like students who are assigned busy work by a substitute teacher.

Luckily, there are things that classroom teachers can do to raise expectations for all of their students and to create a climate where difference isn't just tolerated but valued.

Some school leaders and classroom teachers may not believe in the value of independent, for - pleasure reading, or that kids can read for as long as they truly can.

Critics of value - added measures frequently cite year - to - year volatility as a primary reason for not using such measures for evaluating individual teachers.

For many purposes, such as tenure or retention decisions, it is not the «year to year» correlation that matters, but the «year - to - career» — that is, the degree to which a single year's value - added measure would provide information about a teacher's likely impact on students over their future careers.

That's why the education secretary recently announced a strategy to drive recruitment and boost retention of teachers, working with the unions and professional bodies, and pledged to strip away workload that doesn't add value in the classroom.»

... But I prefer to think of it as simply that we now have choices that our teachers didn't have, and the idea to me of the Flipped Classroom is that by automating the things that are able to be automated, we free up time for the things that can't be automated and those things that can't be automated tend to be the things I think in which teachers bring the most value to their students in the classroom.

Reducing the number of students who contribute to a teacher's value - added score not only changes the chance that a teacher will receive a particular rating; it also increases the likelihood that she will receive the wrong rating.

In the book, the authors not only show the value of comprehensive, long - term teacher induction programs, they also describe successful programs and outline how to start one.

The public release of value - added scores for 18,000 New York City teachers last week should not be taken as a model for how to run the human resource departments of the schools.

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.

Teacher practice is a core area to focus on, but without naming and valuing the structural conditions which support teachers to develop these pedagogical skills, the promise of deeper learning can't be realized.

Contrary to what Bill Gates argued in on the op - ed pages of the New York Times, the release of value - added scores of teachers is not a way of shaming the ineffective teachers.

2) Value Teachers» Time: Recognize that unlike most professionals, teachers do not have the same autonomy over their day to day schedule as non-tTeachers» Time: Recognize that unlike most professionals, teachers do not have the same autonomy over their day to day schedule as non-tteachers do not have the same autonomy over their day to day schedule as non-teachersteachers.

If a teacher's apparent success was due to his or her students (and not to the teacher's talent and skill), then we should not see scores move when a particularly high value - added (or low value - added) teacher moves between schools or grades.

In her testimony at the NCATE hearing, American Council of Trustees and Alumni president Anne D. Neal asked that the agency's reauthorization be denied «until it affirmatively makes clear that teacher preparation programs are not expected to judge the values and political beliefs of teacher candidates and asks that its members review and revise their standards accordingly.»

Teachers couldn't teach without teaching assistants, and parents — who know only too well the value of the work they do — will be horrified at the way they are being treated.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

Evidently, in an age where smart technologies prevail, users, teachers and students haven't found the right balance between their use value and how distractive they can become.

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.

He also urged Australia to truly value its schools and teachers, saying education is one of Australia's greatest assets, but won't stay that way without giving educators the cultural and capital support that they need to do their jobs.

As in other states, benefits accrue very slowly for many years, and it isn't until teachers near the state's 35 - year mark that the pension value really starts to climb.

The adjusted data reflect the value of actual pension benefits accrued each year by teachers, not merely what the governments happen to contribute to their pension funds each year.

The authors address three criticisms of value - added (VA) measures of teacher effectiveness that Stanford University education professor Linda Darling - Hammond and her colleagues present in a recent article: that VA estimates are inconsistent because they fluctuate over time; that teachers» value - added performance is skewed by student assignment, which is non-random; and that value - added ratings can't disentangle the many influences on student progress.

UPDATE — The LA Times coverage of the report contains a similar misinterpretation: «But the study found that teachers whose students said they «taught to the test» were, on average, lower performers on value - added measures than their peers, not higher.»

Teacher Input, Pupil Questions / Answers Basic simultaneous equations, where x or y are the same value Harder simultaneous equations, where x or y are not the same value Extension simultaneous equations, where equations must be rearranged