Sentences with phrase «other classroom happenings»

Not exact matches

* If your child bullied others or acted out in the classroom, set up some guidelines for what you expect of him or her socially this year, along with consequences of what will happen if he does not comply.

Access archived webinars and brush up on all of the latest happenings in breakfast - in - the - classroom, from how to implement BIC mid-year to finding principal champions to help you earn support from other stakeholders.

In a classroom where students are doing the majority of the talking, where they are engaged with each other in rich, structured conversations and where they use academic vocabulary to support their ideas with evidence, I know two things are happening: Students are experiencing deeper learning, and this classroom is a step closer to ensuring educational equity.

The schools and classrooms where I've seen the strongest relationship - based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.

As the children read aloud «Treat others the way you want to be treated,» Nancy asks, «Do you think that's happening in our classroom?»

The point was to see the positive things happening in our colleagues» classrooms and to interact with students in environments other than our own classrooms.

[It] allows you to get a more accurate picture of what happens in the classroom, and you get to see what happens in other districts.»

This is happening in the classroom, as well as online in sites like School2school and Students20.com, two global communities of students and mentors interested in learning from each other.

Across the country, students, teachers, principals, and staff members are helping each other make sense of the mix of raw emotions happening in communities, schools, and classrooms in the wake of the 2016 election.

Ethically, critical pedagogy stresses the importance of understanding what actually happens in classrooms and other educational settings by raising questions regarding what knowledge is of most worth, in what direction should one desire, and what it means to know something.

I worked with other faculties across the school to see how they could actually support the maths that had been happening in classrooms through a bit more explicit teaching, a bit more explicit language in their own subjects.

Her basic point is straightforward and irrefutable: What happens in the classroom matters most, and we shouldn't forget that as we're talking about other reforms.

Why it happens is an interesting question for which nobody has a great answer, as far as I know, other than the obvious point that the schools and classrooms those kids enter into don't know how (or don't try very hard) to sustain earlier gains.

To use in the classroom: - They can be part of a Spanish art unit - Used for substitute lesson plans - Extra credit activities - Expansion activities for the special ed student (of any spectrum)- Decorations to post on the wall for the parents» night - Well coloured pictures can be used to discuss what is seen, happening / happened, why something happened, why artist wanted to paint this, compare and contrast between artist's other works, classmates choice of colors...

If something great is happening in a Year 2 classroom, it shouldn't be a secret to the classroom next door, it shouldn't be a secret to the middle school, and certainly shouldn't be a secret to the principals and others.

If you decide to add screen time to the classroom, limit the amount and be aware of how much screen time is happening in other classes and at home.

And these other collaborations that have happened that normally you wouldn't have exposure to, or students would just never experience in a traditional classroom setting.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

Parents are really well informed about the kinds of things that are happening in classrooms and are supportive of any experiments that are going on or the ways that students are interacting with each other online or how student data is being used.

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.»

Teachers became clearly interested in what was happening in other classrooms.

The unfortunate consequence of «loose coupling» is that teachers tend to work in isolation from each other and from their administrators as they (teachers) manage and are held accountable for the technical core and ultimately for the student learning that happens or does not happen in the classroom.

I just happen to agree that standards make less difference than many other more apropos classroom factors.

Student government, clubs, sports, and any other activity not directed by classroom learning happens in extracurricular activities.

Meaningful Student Involvement can happen in any location throughout education, including the classroom, the counselor's office, hallways, after school programs, district board of education offices, at the state or federal levels, and in other places that directly affect the students» experience of education.

In an outstanding school, teachers understand that they have the capacity to help every student excel, and they work collaboratively to make this happen — they share and discuss individual student data with their peers and with the principal; they observe each other's classrooms and ask for each other's suggestions.

Implementing differentiated instruction requires managing multiple activities happening simultaneously in the classroom: the teacher instructs a small group as other students work collaboratively in study groups or independently.

It's not just one moment, but millions of lightbulbs - on, warm - my - cynical - heart moments that happen every day in public school classrooms, on school buses, and in school libraries: It's the ninth grader in Maryland teacher Amy Clark Cox's classroom who told her, «I respect everyone's opinion except when it diminishes the existence of others.»

In Beyond Reading and Writing, Jerry Harste proposes an expanded view of literacy; and three other teachers — Beth Berghoff, Kathryn Egawa, and Barry Hoonan — bring us into their classrooms and offer concrete evidence of what can happen when these new ideas are implemented in elementary schools.

In other words: engagement with learning happens or doesn't happen because of the environment in the school and in the classroom.

For teacher who are nervous about having others come into their classroom, that feedback during their critical first years might not happen.

In this inaugural post of The Neighborhood, five classroom teachers from across grade levels discuss what happens when students teach each other using video.

The gap that is created by adult bias is as obvious as what happens every day in every classroom, where some students speak up while others look away, and other students are acknowledged for their contributions while others are punished for not being involved.

Other new happenings include the acquisition of a new classroom.

Before we continue talking about last week's «Speak About What's Unspeakable,» I thought it might be good idea to end the year on a constructive note by looking back at some of the most teachable moments - events, exhibits, chance happenings and other opportunities — that made for uncanny entry points in the classroom...

His philosophy was that learning happened outside classrooms, so Kukreja created villages around the nucleus of the academic block — where faculty and students could be housed nearby, rather than separated from each other.