Sentences with phrase «particular teacher practices»

Not exact matches

As in the case of theological education, professional work in institutions preparing teachers is likely to include further liberal studies of particular relevance to teaching along with the study and practice of effective teaching.

The teacher designs a practice that meets the needs of the student helping them progress towards a particular goal.

I started a consistent practice and after four years one teacher in particular, Katie Flinn encouraged me to take a teacher training.

In this second part of supercharging your Vinyasa, master teacher Natasha Rizopoulos leads you though a practice to help you dive deeper into Urdhva Mukha Svanasana, with particular focus on opening the upper spine.

Other themes may be more spiritual and the teacher may present a string of related thoughts all around a particular idea, such as non-violence or practicing with compassion.

In our society, teachers have an opportunity to observe lessons together, [it's called] Lesson Study - in the practice of maths education in particular, but education in general - where wisdom, practical wisdom, is supposed to [be] communicated from elder people to the younger generation.

«At the same time, there is a strong evidence - base indicating that the use of dramatic enquiry — a drama - based practice where the teacher and pupils work in roles within a fiction to explore a story in a particular setting with developing characters — as well as the creation of a «community of writers», where the teacher writes alongside the children as a role model, can make the process of writing more meaningful for children.»

Teachers held discussions with their class about the relationship between effort and outcome in mathematics; in particular about the worth of the students» workbooks and the mathematical routines and practices they were encouraging students to adopt.

Too often this idea of evidence - informed practice is being isolated teachers working on particular issues, or on a Masters degree, which is great but often that work is not being linked in or informed by, or informing, the overall school agenda.

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).

In particular, Professor Tom Kane spoke about how we can empower teachers to analyze their own craft, to improve their own practice, and give children a better chance.

And realistically there's over 30 years of really good research that's been conducted into what effective teachers do and in particular what classroom management practices are effective as well.

First, if they are the sole basis for a teacher evaluation (as is true in many systems now), they may stifle innovation, forcing teachers to conform to particular notions of «effective practice.»

I emphasized to the teachers to reflect constantly on their practices — what methods are working well, what needs fine - tuning, and what works in their particular situation.

In particular, teachers experience this sensation every time they are pressed into tight corners over their teaching and assessment practices.

A teacher who would like to improve his classroom management skills may find that he has scored relatively low in a particular standard, and then take steps to improve his practice in response to that information.

Teachers would stop projecting the day's standards - to - be-tackled on the board; they would stop asking students to determine whether they have mastered a particular standard, and how to know when they've mastered it — practices I saw at the school I visited.

The internet, and social media in particular, offers teachers the chance to share best practice and resources easily and effectively.

Principals and teachers in good schools will talk about effective learning and what constitutes good teaching — in particular how professional teacher knowledge, practice and engagement works in their schools.

In the book, we talk about a variety of ways and we've studied a lot of great teachers who support the acquisition of vocabulary during the reading, whether it's through jotting a note or dropping in a definition or doing a little bit of practice during reading with a particular word.

Eric Twadell, the current superintendent of Adlai Stevenson High School District 125, says the culture of collaboration is so deeply embedded in teacher practices that it's no longer a subject of particular discussion.

«Eventually I plan to work in a job that allows me to support teachers in creating instructional practices that help this particular group of students and also have the ability to develop curriculum that creates equity through excellence.»

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

Both Brown et al. (2001) and Wallace et al. (1999) reported that teacher leaders who learned and practiced particular strategies (such as demonstration lessons) in their training programs were more likely to report using those strategies with teachers.

In five of these 11 studies, changes in teachers» «instructional practices» were linked to their use of particular curriculum materials (Adey, 1997; Balfanz et al., 2006; Copeland & Gray, 2002; Gersten & Kelly, 1992; Gillis et al., 1991).

Three studies reported that teacher leaders had influenced teachers» instructional practices, but did not specify the particular practices that had been impacted (Feldman & Tung, 2002; Race et al., 2002; Ryan, 1999).

Video cases, in particular, may have value in presenting vivid, concrete images of desirable instructional practices that may help change the minds of prospective teachers.

In particular, principals in more disadvantaged school settings are likely to need more professional development and support in their efforts to sustain practices and behaviors that will increase the involvement of others — teachers and parents — in the work of improvement.

Or, they can scaffold teachers learning a particular pedagogical strategy by offering a shared image of a particular practice for the purpose of discussion and analysis.

In particular, they emphasize the context - specific nature of teaching and the need for teachers to integrate knowledge of subject matter, students, and contextual conditions as they make instructional decisions, engage students in learning, and reflect on practice (Wayne & Youngs, 2003).

Local, state, and national attention would likely be revealing, not only seeking to verify financial practices, but to hear first hand from teachers and administrators regarding the culture in the schools, and in particular, in the department of special services., Ms. Mostel's courage and Dr. Rush's advocacy are leading the way forward.

These studies do not specify whether particular teacher leader practices had greater impact than others.

These approaches allow you to archive particular practices that can then be shared with many teachers over time.

But as instructional leaders and teachers increasingly have a shared general understanding of what good teaching looks like and how it is evaluated, many are asking how to grow teaching practice — in particular, content areas like math, language arts, social science and others.

In particular, TIN was designed to provide support for teachers who have completed a high - quality teacher preparation program, serving as a bridge to professional practice and building upon knowledge and practices from their preservice program.

For example, the Stanford Center on Opportunity Policy in Education reported in 2009 that while research shows that 40 - 100 hours of training in a given area of professional practice is needed to produce solid results, teachers in the United States typically have about eight hours of training on a particular topic.

These findings echo those of Wallace et al. (1999) and Miller et al. (1999), that a focus on a particular topic (such as a new curriculum) and type of teacher leader activity (such as dissemination) in a preparation program was manifested in teacher leader practice.

A teacher would best ensure that Pre-K students master this particular objective by alternating between short introductions to new materials: and short guided practices — a lesson structure that would innovate on the five step lesson plan — rather than grouping all introduction to new material and guided practice activities together.

While attending to the mechanics of the lesson is useful, particularly when a teacher has very limited experience with a particular strategy, the mathematics or science content needs to be a central part of any lesson planning practice.

I knew them to be serious scholars of the practice of teaching particular school subjects, and preparing novice teachers to deepen their understandings of these practices.

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

In short, the EEF commissioning a review is our signal we want to support teachers in improving a particular area of practice.

Concurrent Session: Dispositions of Disruption: The Critical Teaching Work of Modeling Critical Content in Teacher Learning and Unlearning Presenter: Victoria Trinder, Clinical Assistant Professor, the University of Illinois at Chicago High - leverage practice: Diagnosing particular common patterns of student thinking and development in a subject - matter domain Friday, March 2, 2018, 10:30 a.m. Location: Key Ballroom 6, Second Floor; Hilton Baltimore

If students miss a particular word, the teacher can re-teach the word; VocabularySpellingCity can create a review list which teachers can reassign for additional practice.

If given the opportunity, this particular group of teachers would use videotaping teaching and portfolio development in the future for reflective purposes and improvement of their teaching practice.

Results of the design experiment thus potentially focused on changes in this particular teacher's practice, characteristics this teacher possessed that may have contributed to successful technology implementation, and the development of a general theory on the types of teacher knowledge necessary to teach successfully with technology.

The final beginning teacher failed to report that videotaping helped her to improve her practice, but it should be noted that this particular teacher did not think any of the tools helped her improve her practice.

NTEN has a particular emphasis on evidence - informed practice and supports teachers to evaluate and measure the impact of their work with Lesson Study.

While engaging in these practices, teacher educators should instill within teacher candidates the notion that they alone are the curriculum gatekeepers, individually taking the role of translating formal curriculum into instructional programs for their particular environments (Thornton, 1991).

While certain students require differing lengths of think time and particular questions require extended time, consider a 3 -3-5 format for initiating a conscious practice with teacher pause time.