Sentences with phrase «particular teacher or student»

Therefore, a graduate assistant was instructed to excerpt 1 - to 2 - minute video segments that seemed to represent units of activity, but without regard to the video clip showing examples of particular teacher or student behaviors (in this case, classroom management and student questioning).

Not exact matches

The court opined (contrary to all the evidence) that the «pervasively sectarian» atmosphere of the parochial schools might cause remedial teachers, either «subtly or overtly,» to begin to «indoctrinate the students in particular religious tenets at public expense.»

Some students love a particular teacher, subject, or even someone in class that they want to impress.

In particular, it is not known whether teachers leave schools with high concentrations of disadvantaged and low - achieving populations for financial reasons or because of the working conditions associated with serving these students.

During most classes, students work in groups based on the particular benchmark activities or assessments that they are mastering, while the teacher and tutors walk around and provide assistance.

With micro-chartering, one or more classrooms or individual teachers could receive a charter to provide course access to students beyond the walls of a particular school — or to incubate new charter school models on a small scale before growing them.

Further, the particular forms that are viewed as socially desirable vary from culture to culture and setting to setting and thus have to be learned by students (e.g., interrupting teachers to ask questions or to express opinions is standard practice in American classrooms whereas Japanese students are expected to be very quiet during class).

As soon as the Report Card is turned into a test in which a teacher learns not that a student is having trouble making friends but rather that the student is at the 18th percentile for the district in terms of sociability; or not that four particular students in her class are frequently late or absent but rather that the classroom is at the 40th percentile on the dimension of student timeliness, the function of the Report Card is lost.

These functions include the ease with which teachers and other adults who are regularly around individual students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low scores on a particular skill by a particular student or group of students, the signals sent to administrators about teachers and groups of students who may need additional help, and the usefulness in communicating with parents.

She adds when she started working with Do, they deliberately selected topics that weren't specifically highlighted in the curriculum or assigned to a particular year group to allow teachers more of a «sense of creativity» and get them to think of mathematics more broadly — and in turn encourage students to think creatively.

For the classroom teacher, this might take the form, for example, of a roster of students who are flagged because they are consistently receiving low scores on a particular Report Card item or group of items, e.g., having friends.

Education needs to be seen as a privilege not a right and one's future and success needs to be seen as one's own responsibility not just the responsibility of the system and / or the teacher who is hamstrung by the poor attitudes of these particular students who disrupt at worst and waste their time with poor or no application at best - and then blame the system or teacher.

The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs.

«Sometimes I'll group students together because I know that this particular kid is good at drawing one thing out of another, or that one of them might have strong spatial skills, and another might have strong symbolic skills, and if we could have them working together, they can try to bridge that,» explains Shannon Hammond, a University Park ninth, eleventh, and twelfth - grade teacher.

- A starter activity for each lesson on the first slide + learning objective + challenge activities throughout the power - point - Vocabulary games and worksheets with challenge activities - A lesson on teachers and comparatives to build up the vocabulary range of your students - Some fun mini-whiteboard games on opinions (speaking activity)- explanation under the slide - A role - play activity on school subjects and teachers - Sentence building activity on comparatives (see worksheet)- A lesson on friendship and adjectives to describe your friends - A written activity and competition game with mini-whiteboard on friendship - A worksheet to accompany each power - point - A revision worksheet to practise the vocabulary and grammar points seen in the unit - Reading and grammar end of unit test LESSON 3 is FREE here so you can check the standard of my resources: https://www.tes.com/teaching-resource/-free-allez-1-unit-2-3-l-cole-tu-aimes-editable-11250892 I hope you will enjoy my resources and if you have a question on a particular slide or activity, please do not hesitate to contact me or leave me a message.

In some schools, we see teachers using computers and audio or video recorders to help them monitor student work, building databases that can help identify the ways a particular student learns best.

Unlikely as it may sound, science teacher Ken Williams of Nobleboro Central School says he is able to have more individual contact with students because he can have e-mail chats about their particular problems or interests while class is in session.

There may be other sources of volatility that are more related to the educational mission of a school, such as the favorable chemistry between a teacher and a particular group of students or teacher turnover.

Senior Peter Abboud says the grade breakdowns plus teachers» rubrics — charts spelling out expectations on a particular assignment — are so specific that students pretty much know the grade they'll get before they hand in their paper or project.

However, given as a list, none appear to have any particular emphasis (i.e., learning theories (# 5) seems as important as parent communication (# 13) and motivation (# 4)-RRB-; they are not tailored to fit the needs of teachers in any specific context (i.e., urban or rural, turnaround or successful); and they do not consider the developmental stage of the student as it relates to each topic.

Moreover, there may be other factors, unrelated to class size, that lead to swings in classroom performance, such as a dog barking in the parking lot on the day of the test or special classroom «chemistry» reflecting a good match between a particular classroom of students and a particular teacher.

In contrast, our recommendations are designed to support teachers to make reliable assessments of particular aspects of learning and achievement that can be compared across schools and used directly in the calculation of students» subject results and thus tertiary admissions ranks — without prior scaling against an external test or examination.

For instance, in addition to knowing how to compute, a teacher may need to know why and how specific mathematical procedures work, how best to define a term for children at a particular grade level, or how to interpret, remediate, or prevent students» errors.

As a teacher, it's important to have justification, evidence, and reasons why a student may or may not have scored higher in a particular area.

The BYO at inception was in no way mandated for any particular use, meaning teachers could choose to use student - owned devices for anything they wished or not at all.

Hasty challenges teachers feeling stressed to ask themselves how they want to experience themselves with a particular class or student and then decide what they have to do to reach that point.

However, the target that each teacher sets for his or her students and the scoring plan associated with this should be tailored to each particular set of students.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

If a teacher assumes that everyone in a class is familiar with an example from history that is only ancillary to the point of a particular lesson, for example, but uses that example to illustrate a particular point, then the students who are unfamiliar with the example or who have misconceptions about that example, may just miss the point of the lesson or develop misconceptions about the point of the lesson itself.

Using the NY State Assessments in evaluations allows us to meaningfully compare teacher performance statewide, which helps policymakers know which students need help or which teachers serving particular student subgroups may need additional support.

During planning, for example, a team will usually discuss how — or whether — the teacher should respond to a student who exhibits a particular misconception; during the post-lesson discussion, there may be argument about whether the kikkan shidō was effective.

At both schools there were examples of teachers subsequently designing their own impromptu surveys that were administered to students to get more immediate feedback as to what is working or not working for them in that particular class.

Career and technical education teachers are employed at middle and high schools and career colleges and help students develop the skills and techniques that may enable them to enter particular career - oriented occupations, such as those in automotive repair, carpentry, culinary arts, information technology or healthcare.

There are lots of mathematical tweaks, but the general idea is to build a model that answers this question: are the students of this particular teacher learning more or less than you expect them to?

Additional research is needed to investigate the link between particular forms or combinations of forms of teacher leader practice on student outcomes.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

Based on these data — which treat compensation, teacher turnover, working conditions, and qualifications — each state is assigned a «teaching attractiveness rating,» indicating how supportive it appears to be of teacher recruitment and retention and a «teacher equity rating,» indicating the extent to which students, in particular students of color, are assigned uncertified or inexperienced teachers.

Teaching Artist Collaborations partner teaching artists with extraordinary skills in one particular arts discipline: dance; theater; visual arts; music or creative writing with teachers whose extraordinary skill resides in their content knowledge and understanding of certain strategies for transmitting that knowledge to students.

In particular, through our IDRA EAC - South, we build bridges among administrators, teachers, parents, students and community members so that all stakeholders can find that common higher ground where all students will benefit inclusive of race, gender, national origin or religion.

We therefore use a variety of fixed effects approaches to estimate the link between student achievement and these three forms of being to new one's job assignment — new to teaching, new to school, or new to position within the same school — with a particular focus on the latter given that so many teachers experience within - school reassignments and we know so little about how students are affected by it.

The specific objectives of a tailored portfolio are designed to meet the particular needs of the student as well as the broader goals of the teacher, school, school district, and state or territory where the student attends school.

partner teaching artists with extraordinary skills in one particular arts discipline: dance; theater; visual arts; music or creative writing with teachers whose extraordinary skill resides in their content knowledge and understanding of certain strategies for transmitting that knowledge to students.

And considering his or her students» needs, an individual teacher might focus on honing one particular aspect of academic discussions, such as debate structures, for one - on - one coaching.

By: Yvette Arañas Measuring student growth can help teachers find out whether students are learning or improving in a particular skill.

Teachers need not endorse any particular viewpoint or policy proposal in the current debate over the availability of firearms to help students explore the power of young people to galvanize public opinion and political support behind issues they care about.

This component of PCK refers to teachers» knowledge and understanding about students» learning and their ideas about a particular area or topic.

For example, they may agree that the student will tell his advisor or particular teacher what he has to do to complete the assignment, how he plans to do it, when it is due, and what he needs help with.

Teacher Artist Collaborations (TACs) partner teaching artists with extraordinary skills in one particular arts discipline: dance; theater; visual arts; music or creative writing with teachers whose extraordinary skill resides in their content knowledge and understanding of certain strategies for transmitting that knowledge to students.

Or if the student has not met the goals in a particular benchmark or standard, then the student and teacher set goals to meet the benchmarOr if the student has not met the goals in a particular benchmark or standard, then the student and teacher set goals to meet the benchmaror standard, then the student and teacher set goals to meet the benchmark.

Lauren Cohen, 5th grade teacher at P.S. 321, has said, «I'm not allowed to discuss, with my students or to their parents, a particular problem or question (from the state tests).