Sentences with phrase «not about classroom management»

And when teachers are together, we spend most of our time talking not about classroom management, but about effective teaching.

Not exact matches

It was not enough for my administrator to tell me, months later, that I needed to work on my enforcement of rules and procedures and to direct me to some loosely related resources about classroom management.

It is not about balancing management and leadership; it is about attending to culture, quality classroom time, and cultivating relationships to maximize human and material resource use and performance.

So, I got to spend my «official» first year not having to worry about stereotypical first - year worries — classroom management and teacher - student relationships.

The classroom observations provide more nuanced information about the specific ways in which instruction can be improved (classroom management, quality of feedback to students, etc.), something not possible with value - added.

I know that some people say it's all about classroom management and that class size doesn't matter.

We continue to argue about funding levels for online education, with folks outside the field assuming it should cost less because there isn't a building with classrooms to fund, and folks on the inside arguing that content development and maintenance, learning management systems, and additional professional development more than equate to on - ground school costs.

Contrary to what some (softies) might think, classroom management, not caring (i.e., the extent to which teachers care about their students and what their students learn and achieve), is the strongest predictor of a teachers» value - added.

The book was pitched to me as being primarily about classroom management and my experience with classroom management books hasn't been all that great.

No instructional strategy can compensate for a teacher who lacks proficiency in his content area, is unclear about learning goals, plans an unfocused activity, or does not possess the leadership and management skills to orchestrate effective classroom functioning.

As I have mentioned many times, when I talk about research - based strategies, no matter what the area, if you line up the research on any area, note - taking, summarizing, similarities and differences, classroom management strategies... line them all up, and you will find that anywhere from 20 to 40 percent of the studies for that particular strategy had negative effects... that when they try to with one group and then another, the group where they didn't try the strategy, they outperformed the group that did.

Such remedies could consist of one or more of the following: (1) providing clear definitions and examples of threatening actions for which students may be suspended (including specifying the conduct that does not warrant a suspension); (2) requiring the administrator (s) to make specific findings prior to imposing the sanction of suspension, e.g., determining that the behavior in question falls within the scope of the prohibited conduct, and / or determining that other means of addressing student behavior are not feasible or repeatedly failed to bring about appropriate conduct; (3) providing teachers and administrators with training on how to administer the policy fairly and equitably; and / or (4) providing teachers with training in classroom management techniques and effective behavioral interventions that give them appropriate and culturally responsive tools to interpret and address the underlying behaviors.