Sentences with phrase «other than the classroom teacher»

One way teachers can re-engage telltale students is by setting up classroom routines that help such students regularly seek feedback about their own learning progress — from a source other than the classroom teacher.

But we're not using the allotment for anything other than classroom teachers.»

Not exact matches

The teacher's approach to such problems might start from three assumptions: (a) the teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated, not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.

Some children take longer than others to adjust to a daily classroom routine or to a new school, teacher, or class, but they eventually open up.

This can not be done in a classroom where twenty - five children congregate with one teacher... The learning disabled child should not have to share his teacher with more than six to eight other children, at least not during those portions of the day when the key subjects — reading and arithmetic — are being taught.»

Some children take longer than others to adjust to a new school, daily classroom routine, or teacher, but they eventually open up.

The NYC Department of Education has been trying to recruit and retain teachers of color, bilingual teachers and male teachers in an effort to have the adults in the classroom look more like the students, who are overwhelmingly students of color with many speaking a language other than English at home.

Yet other than compulsory observation required in teacher - training programs, many educators rarely see any classroom besides their own.

They saw them as having very low social skills (lower than anybody else) they saw them as the most disruptive to the classroom, in need of attention from the teacher almost constantly which then interrupted her ability to teach and to work with the other children, and they were regarded as a huge problem that had to be managed in some way.

They included providing the British Computer Society (BCS) with more than # 2 million to set up a network of 400 «master teachers» to train teachers in other schools and provide resources for use in the classroom.

Out of every 10 teachers in this country, fewer than two are serious users of computers and other information technologies in their classrooms (several times a week); three to four are occasional users (about once a month); and the rest — four to five teachers out of every 10 — never use the machines at all.

For example, in a seniority - based system, black students are far more likely than other students to have been in a classroom of a teacher who received a RIF notice.

Pointing out that student - achievement gains are more influenced by classroom teachers than any other factor, she said the focus...

Some teachers provided more information than others, but the essentials of the student's productivity and accomplishments that week — including information about homework completion, test and project scores, major upcoming assignments, and classroom behavior — were related with consistent clarity.

«Not only does the Extreme Read expose a math teacher, for example, to a young adult novel he or she would not typically have used in the classroom, but it allows students to see teachers and adults other than their language arts teacher as readers,» she added.

The bias in classroom observation systems that derives from some teachers being assigned much more able students than other teachers is very important to the overall performance of the teacher evaluation system.

In particular, black students are far more likely than other students to have been in a classroom of a teacher who received a layoff notice.

For instance, writing in Education Next, economist Jake Vigdor showed that teacher take - home salaries are more heavily backloaded late into one's career than is the case for other professionals, despite little evidence that more experienced teachers were more effective in the classroom.

Findings suggest that while almost all of the new teachers anticipate staying in education for the remainder of their working lives, many of them report that they expect to move on to education - related jobs other than classroom teaching (curriculum development, professional development, administration).

The dearth of student accountability for test score results other than tests given by teachers in the classroom is a remarkable aspect of current test - based accountability systems in the U.S..

According to Hattie, teacher subject - matter knowledge had an effect size of 0.19, meaning that it was far less effective than other factors like classroom management (0.52) or effective teacher feedback (0.75).

«There's no way to measure performance other than in math or reading, other than by observing teachers in the classroom, but that's extremely expensive, so no one is talking about that,» says Rothstein.

In addition, our analysis does not compare value added with other measures of teacher quality, like evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.

Through classroom observation, I have seen that some teachers are much more comfortable letting their students take center stage than others.

More than three decades ago, researchers identified teacher collaboration — including time for colleagues to discuss classroom challenges, design learning materials together, and critique each other's practice — as a cornerstone of school success.

If MET had found classroom observations to be strong predictors of other indicators of effective teaching and if the combination of measures were a significantly better predictor than any one measure alone, then Gates could have offered evidence for the merits of a particular mixing formula or range of mixing formulas for evaluating teachers.

The answer is clear: More than a decade of research validates that students of Board - certified teachers learn more than students in other classrooms.

Teacher shortages are not felt uniformly across all communities and classrooms, but instead affect some states, subject areas, and student populations more than others, based on differences in wages, working conditions, concentrations of teacher preparation institutions, as well as a wide range of policies that influence recruitment and retTeacher shortages are not felt uniformly across all communities and classrooms, but instead affect some states, subject areas, and student populations more than others, based on differences in wages, working conditions, concentrations of teacher preparation institutions, as well as a wide range of policies that influence recruitment and retteacher preparation institutions, as well as a wide range of policies that influence recruitment and retention.

It is noteworthy that four of the top five blogs address questions of direct relevance to classroom teachers, while less than half of the others do.

New elementary school teachers who were well - prepared in preservice programs to teach reading expressed greater confidence in their knowledge and skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instruction.

Thanks to Giroux and others, the contemporary classroom - even if it falls short of the critical pedagogues» ideal - increasingly is a block - scheduled site presided over by a teacher who, at least concerning academics, is the guide on the side, eschews grades in favor of portfolios, minimizes ability - grouping, and, rather than being a content provider, is a manager of peer editing, team building, and other processes.

The small number of specially qualified teachers — and the fact that they must work their schedules around literacy blocks, lunchtimes, and other set schedules — forces many schools to group special - needs students rather than to spread them out evenly among all the classrooms.

Prekindergarten teachers who work in schools and other publicly operated settings are better - qualified, get higher pay, and stay in their jobs longer than those who work in classrooms operated by private organizations, a study concludes.

«These efforts, as well as many others, were focused on teachers and classrooms, rather than measures of accountability.»

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

ARLINGTON, Va. — Two independent studies recently released provide new evidence that, on average, the students of National Board Certified Teachers learn more than students in other classrooms.

Whether we are strictly teaching the «canon» that is almost exclusively White or using examples in math or science problems that are more accessible to White and / or wealthy students than others, White teachers inject Whiteness into our classrooms all the time.

Research has shown that the students of National Board Certified Teachers learn more than students in other classrooms, which is why many states and districts offer financial incentives for teachers to pursue certifTeachers learn more than students in other classrooms, which is why many states and districts offer financial incentives for teachers to pursue certifteachers to pursue certification.

Now into my second year as a blended - learning history teacher — meaning I have a group of students in my classroom every other day, assigning them to work online, at home, on the «off» days — I've found the scary parts less frightening than most fear, with far greater benefits than I expected....

In that case, how can school reformers continue to operate on the assumption that everybody other than principals and classroom teachers plays a lesser role in students» long - term success?

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

But he didn't find that classrooms with more minorities or low - income students had much worse teachers than other classrooms within the same school.

Unfortunately, teacher compensation has not kept pace with increases in salaries in other sectors.38 According to a 2016 nationally representative survey of more than 3,000 teachers, nearly half of teachers would leave teaching «as soon as possible» if they could find a higher - paying job.39 Furthermore, most teachers are not rewarded for working in hard - to - staff schools, in shortage areas, or for their excellence in the classroom.

A growing body of research has shown that the students of Board - certified teachers learn more than students in other classrooms.

Second, other measures of teacher performance, such as principal evaluations, student ratings, or classroom observations, may ultimately prove to be better predictors of teachers» long - term impacts on students than VAMs.

The reality is that some students learn differently and need more attention than could be provided in a traditional classroom setting with all of the other demands that are placed on the teacher and students.

Sometimes other teachers view a noncore class like Teacher Academy as a lightweight, bulletin board - making elective and my students as classroom helpers rather than aspiring educators eager to learn the nuts and bolts of their chosen profession.

Maybe he'll actually hire some substitute teachers on days certain teachers are absent rather than splitting up that particular class and sending them to other classrooms.

For special education teachers, the wish list of classroom resources, assistive technologies, and other tools to personalize learning tends to be long — usually much longer than tight classroom budgets can accommodate.

Compare that to a New York City teacher who, after 30 years, will max out at roughly $ 100,000 and who, according to conventional wisdom, will be more likely to have a urinary tract infection than the average employee in other professions because they can't leave the classroom to go to the bathroom.