Sentences with phrase «observing classroom lessons»

As Craig Jerald described in a 2012 report, «inspectors observe classroom lessons, analyze student work, speak with students and staff members, examine school records, and scrutinize the results of surveys administered to parents and students.»

The process is thorough and rigorous:» [I] nspectors observe classroom lessons, analyze student work, speak with students and staff members, examine school records, and scrutinize the results of surveys administered to parents and students,» he notes.

English inspectors, Jerald notes, «observe classroom lessons, analyze student work, speak with students and staff members, examine school records, and scrutinize the results of surveys administered to parents and students.»

After observing a classroom lesson with 12 - year olds all working autonomously, I asked the teacher afterwards why he thought it was so important to provide his pupils with choice.

Not exact matches

Princeton University's fall break offers students a week away from the classroom, and Woodrow Wilson School graduate students enrolled in a policy workshop use the time to travel the globe researching real - world policy and observing practical application of the lessons they've learned on campus.

I'm not suggesting that you be the sergeant - at - arms; instead try something to interrupt the meeting chatter, like, «I'd like to put on the table a request for someone to look over my lesson plans and then later come into my classroom to observe me teach the next unit we planned.»

When using a program like Success for All, teachers become accustomed to having facilitators come in and out of their classrooms to observe and to deliver model lessons.

During these visits, teachers sit in on each other's classrooms to observe and share successful practices and then «pick each other's brains» about the lessons.

She then has just three weeks back in the classroom to put their advice into action before the inspector returns to observe a second lesson and deliver her final verdict.

05, Ed.D.» 09, remembers being with a group of educators as they sat in a classroom observing a reading lesson.

Another part of her job is reviewing and improving teacher lesson plans and activities, as well as observing their work in the classroom.

The model, developed and used in Japan, involves collaborative planning among teachers in which they create a lesson as a group then one teacher is observed using the lesson in the classroom.

Coaches may for instance talk to teachers about their goals for student learning and then observe specific students in the classroom, or help teachers analyze student work and make decisions about the next day's lesson.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

Utilizing available release time, a part - time release teacher leader could observe a teacher in the classroom, provide coaching, or engage in lesson planning at times that work with the teachers» schedules.

Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in instruction in their own classrooms.

The residents then gathered together (much like medical residents) in the classroom to observe the 90 - minute lesson — 16 people including the principals from both schools.

Key tasks at this point include examining a wide range of instructional data (including lesson plans, assignments, and assessments) and observing teachers in classrooms.

Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher leader practices in support of instructional materials implementation, in which teacher leaders worked directly with teachers in their classrooms, such as by co-teaching, conducting demonstration lessons, and observing teachers» instructional practice and providing feedback.

Therefore, schools provide release time for the new teachers to attend workshops and training sessions, participate in collaborative coaching sessions with their mentor teachers, and observe model lessons in their mentor teacher's classroom as well as the classrooms of other highly effective teachers in their school.

He openly observes what working without a lesson plan would look like for experienced educators, and the various assumptions of power within our classrooms.

In order to get better at conducting small group instruction, Jenny decided she would visit her fifth grade colleagues» classrooms and observe them conducting lessons like these.

Teachers» thinking about certain lessons and their reasons for making particular choices are rarely made available to the preservice teacher who enters the classroom to observe or teach.

This limitation is inherent in any observation of a lesson, whether one is observing a video or actually observing the lesson in the classroom.

During her weekly visits, she meets with administrators, teaches model lessons, observes classrooms and offers tips to teachers afterward, and facilitates meetings among teachers, like the kindergarten curriculum - writing session.

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

Principals learned to observe their teachers» effectiveness in establishing a classroom environment and culture, setting an instructional purpose for each lesson, engaging students, and more, through a series of guided walkthroughs.

This experience culminated in a final in - person visit to the classroom during which they observed the last lesson in the sequence and debriefed with the instructor.

I have had the opportunity to observe a lesson in three teachers» classrooms which they «co-designed».

It was with my mentors that I got to discuss the lessons that I had both observed and taught in the context of the most recent scholarship of History Teaching, to discuss the ramifications of the abolition of NC levels and plan a completely new History - specific model of assessment from scratch, and read and then discuss E.P. Thompson's Making of the English Working Class, both in the context of how we might introduce the content of Thompson's book into mixed ability classrooms in comprehensive schools, but also how Thompson's comments on the nature of historical change altered the way we thought about and taught historical change ourselves.

The videos take viewers inside two public schools in Washington D.C. to observe how teachers integrate global perspectives and themes into standards - based lessons and daily classroom discussions.

Additionally, students at Arizona State must prove classroom mastery through a series of performance - based assessments developed by the National Institute for Excellence in Teaching, or NIET.44 During these assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and student work to analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate effective teaching practices into practicum and coursework.46

The lead teachers also set up demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.

The teachers then visit the labsite classroom to observe the lesson through a particular lens and practice their teaching with support from our consultant.

I have observed hundreds of teachers in 3 continents and across a range of public, private and international schools, and rarely have I seen in one institution such homogeneity of lessons, classroom organization, and behavioral management protocols.

A visitor is led to a fifth - grade classroom to observe an exemplary lesson on the current character education topic.

During the practicum, participants will develop lesson plans, be observed, and have a one - on - one coach while using the IMSE OG methodology in their classroom, small group or individual student.

They may have needed more structure in the implementation of technology for specific lessons and may have needed more opportunities to observe others implementing lessons in the classroom.

We create an expectation in the schoolhouse that teachers will observe and critique each other's work, deconstruct lessons and evidence to understand how children accomplish particular things - so the classroom and schoolhouse are the subject of ongoing, public inquiry.

Participants engaged with materials and activities in whole group and small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience over time with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across time and across the classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack time).

Do all the educators in your building — those who are walking through classrooms and those being observed — share an understanding of what makes a lesson worthwhile in terms of deepening student understanding and raising student achievement?

She bobbed in and out of classrooms, observing the teachers, giving them oral and written feedback, checking and rechecking their lesson plans, and providing them with targeted professional development.

Unlike classroom studies, one can return again and again to listen and observe the lessons.

Kindergarten Assistants provide support to preschool teachers by completing duties such as: managing classrooms, planning activities, preparing lesson materials, observing children's social activities, comforting children in distress, and serving snacks.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

• Develop and implement core chemistry curriculum in accordance to state requirements for high schools • Create engaging chemistry lesson plans and impart them in non-conventional manners to retain students» interest • Assist and supervise students in performing complex laboratory experiments • Educate students in the use of dangerous chemicals and lethal concoctions • Instruct students to understand complex chemistry concepts and help them with comprehending their application • Establish acceptable classroom behavior and ensure it is being adhered to • Observe students to determine how they are performing in class and make notes of important observations • Discuss student progress with parents and offer reinforcements for students who have lack conceptual clarity

Waltham High School, Mondovi, WI 1/2010 to 6/2012 Teaching Aide • Assisted lead teacher in imparting history lesson instruction • Researched for appropriate learning materials and gathered resources • Observed students to determine their interest or lack thereof and reported findings to the lead teacher • Assisted in marking assignments and grading exam papers • Handled student behavior within classrooms and during extracurricular activities • Provided logistical support in creating exam reports

• Assist lead teachers in planning, designing and implementing curriculum • Provide assistance in preparing lesson plans • Impart classroom instruction in accordance to lesson plans • Supervise and control students during class and when the lead teacher is not present • Assist students with carrying out classroom activities • Assist students during lunch time • Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help in maintaining a clean and organized classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students in social skills development • Assist in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist in grading test papers and exams • Assist in checking work books and homework • Operate equipment such as projectors and computers for instructional purposes • Maintain appropriate classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and practicing patience • Deliver instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher

• Assess the daycare curriculum to determine lesson planning needs and provide assistance to lead teacher in developing lessons • Provide support in implementing lessons by ensuring that constant logistical sustenance is available to the lead teacher • Monitor students to ensure that they are at their best behavior and ensure that classroom environment is safe an conducive to their learning needs • Assist students in understanding concepts taught in school to ensure that they meet their educational, social and cognitive goals • Create and develop learning aids to assist teachers in introducing new concepts • Observe students to ensure that they are kept comfortable and inform lead teacher of any signs of discomfort and / or distress • Assist students in washing, toileting and eating and change diapers for very young enrolled student • Report any suspected physical or emotional abuse on the students by keeping an active watch on symptoms and / or signs • Create and maintain students» records such as timesheets and attendance in a confidential manner

• Demonstrated ability to assist in the creation and implementation of core lesson plans in accordance to set curriculum rules • Efficiently able to handle student arrivals and departures by carefully logging them in and out of the school premises • Well - versed in assisting the school office with administrative tasks such as record - keeping and file systems development • Proven record of managing student behavior within the classroom and ensuring that any untoward incident in school hallways is handled with discretion • Exceptionally well - versed in distributing assignments and resources and assisting students in understanding concepts taught in class • Deeply familiar with operating and maintaining equipment such as projectors and computers to assist in teaching endeavors • Qualified to handle the meal counting system and supervise students during meals and outdoor activities to ensure their safety and wellbeing • Competent at monitoring student transition in hallways and communicating with teachers about student behavior concerns • Focused on observing students in class and during outdoor activities to determine any signs of discomfort or distress and effectively communicating feedback to the lead teacher