Sentences with phrase «point needed for teachers»

Not exact matches

Decisions had to be made from time to time as to where or when services of the church would be held; the church needed to be told of the impending visit of an apostle, or of some prophet or teacher from abroad; a question has been raised as to the good faith of one of these visitors, and there must be some discussion of the point and a decision on it; a fellow Christian from another church is on a journey and needs hospitality; a member of the local congregation planning to visit a church abroad needs a letter of introduction to that church, which someone must be authorized to provide; a serious dispute about property rights or some other legal matter has arisen between two of the brothers and the church must name someone to help them settle the issue or must in some other way deal with it; a new local magistrate has begun to prosecute Christians for violating the law against unlicensed assembly, and consideration must be given to ways and means of meeting this crisis; charges have been brought against one of the members by another member, and these must be investigated and perhaps some disciplinary action taken; one of the members has died, and the church is called on for some special action in behalf of his family in the emergency; differences of opinion exist in the church on certain questions of morals or belief (such as marriage and divorce, or the resurrection), differences which local prophets and teachers are apparently unable to compose, and a letter must be written to the apostle — who will write this letter and what exactly will it say?

At some point as a parent, you will likely be faced with the dreaded email from your child's teacher telling you that your kid has crossed the line and that you need to come in for another conference — or the principal will call to tell you that your teen has missed the last week of school... Read more»

At some point as a parent, you will likely be faced with the dreaded email from your child's teacher telling you that your kid has crossed the line and that you need to come in for another conference - or the principal will call to tell you that your teen has missed the last week of school altogether, unbeknownst to you.

Given the important role of culture in shaping the development of aspects of gender identity, the authors point to the need for parents, teachers, and others who interact with youths to be aware of cultural differences in gender norms.

When teachers tell their students before a lesson that they will need to prepare to teach what they learn, pupils tend to work harder to understand the material, search for the main points, organize and apply knowledge more effectively, and score higher on tests.

At the start of the second class period, the teacher can speak to the framework for the unit, interjecting new information that needs to be added, to broaden perspective and point of view, which are essential skills for a history classroom.

If we can agree upon that point ~ then possibly we can agree on the need for all teachers or at least those who come in contact with the gifted to complete some basic training in this area.

To illustrate the point that teachers need to design project tasks which truly measure what a standard is asking for, Justin offers this example:

Teachers require information about starting points to target teaching on individuals» levels of readiness and learning needs and to set appropriate stretch goals for further learning.

Teacher need to do so, as Lemov points out, «without apology» and particularly for those students who have been led to believe either by themselves or others that success is out of reach.

These big - ticket items point out the need for better up - front planning and strategy around training teachers to successfully implement personalized learning, as well as the need to carefully think through the costs of creating spaces that are better suited to personalized learning, where students are often required to move in ways that don't fit the traditional classroom design.

But as a starting point, schools and teachers who aim to pioneer innovative technologies and practices need to make sure they do not focus narrowly on looking for more sophisticated whiteboards, gradebooks, textbooks, and assessments.

It outlines everything teachers need to discuss with students, making this a foolproof starting point for the teaching of soldering.

As part of our mission, we created industry standardisation and made ourselves the single point of contact for teachers needing unbiased advice on school trips and health and safety.

As the bulletin boards go up and the chalkboards, whiteboards and Smartboards get dusted and polished for another intense school year, some of the newer teachers (at one point, this was me, too) scramble to remind themselves of the tone they need to set in the classroom, and how their own routines will often mirror students» routines.

«Clearly, there is a great need for rigorous evaluation research, which should focus both on the impact of school discipline reforms and on their potential unintended consequences,» the authors note, emphasizing that reducing suspensions is a starting point in effective school discipline reform but that changing school culture can have «spillover» effects on teachers and peers which raise important questions for further study.

Echoing a point that he and John Chubb argued in Liberating Learning, Moe said that technology will reduce the need for labor, that online learning will lead to teachers being more geographically dispersed, and that new tools will lead to a proliferation of new school options — all of which will cost unions members, dues, and influence.

New Teacher Placement, Retention Can Exacerbate Achievement Gaps Education Week, July 18, 2012 «Marty West, an assistant professor at Harvard Graduate School of Education, said the results point to the need for districts to take a closer look at who they keep and lose both in individual schools and the district as a whole.

Boys learn more when competition gets them excited, when they need to learn so as to do well for their team, when they get to be active, when they get breaks, when they are having fun, and when teachers make the point of the learning activity clear.

The challenge for teachers is to meet all students at their points of need with learning opportunities that stretch and extend them.

The point of this is the need for teachers to demonstrate the algorithmic thinking process to students and when a hurdle or challenge is encountered, further demonstration of how this is incorporated into the process.

Finally, and perhaps most importantly, each teacher needs to know his / her students to the point that the teacher uses good «teacher sense» in determining whether a simulation is appropriate for their particular classroom.

According to the Department for Education (DfE), in England there are 1,228,785 pupils with special educational needs, which means that every teacher is likely to teach a child with SEND at some point during their career.

More to the point, if existing teachers were treated with greater respect and care for their work life balance, there wouldn't be huge numbers of brilliant teachers leaving in their droves, nor the need to conduct large recruitment campaigns.

Of particular interest are the report's points about the variation in state cut scores for licensure tests (like Praxis), the need for smarter recruitment efforts for potential school leaders, and the teacher - prep path taken by Finland.

Teaching Points: • Students will need some prior knowledge of what it means to extend a sentence and the role that adjectives can play in this • Students should be encouraged to use as many colours as possible to colour their pictures I have added some extras to give students and teachers an element of choice - Differentiation: • Alternative handwriting lines • A second bordered page for students who wish to write at length • The photo section provides more difficult vocabulary and could lead more able writers towards a «what happened next» story writing style, should the teacher wish to lead them in this direction • An editable version of all content has been provided for the teacher to make vocabulary choices.

This is also the point at which teachers were given autonomy in the classroom as there was no longer a need for «observations».

For the third entry point, school leaders need to create spaces where teachers can share with one another.

At the same time, we need to recognize that many teachers make point - of - sale purchases for their classroom.

Once again I am responding to an article on teacher shortage.What this minister fails to address is the way successive governments have contributed to denigrate and ridicule teachers over the past twenty years.Now they are blaming other factors as the causes of teachers leaving and I do not see any finger pointing at Ofsted who must take part of the blame for this crisis.It seems to me that ministers must come clean by holding up their hands and admit that they are part of the problem.Teachers will continue to leave until there is a complete reversal by a society which states that this is a noble profession and one that needs to be cherished and protected instead of being constantly attacked by various members in the community.The time for attacking teachers is over and now we can see the real causes for this.Good luck to all those in the teaching profession.You do a wonderful job amidst trying circumstances.I take my hat off to you.

This finding also points to the potential need for creating lesson plans that incorporate differentiation strategies to address diverse teacher and learner contexts, particularly by providing differentiated processes.

This Turning Points guide explains the need to create a school culture based on collaboration and shared leadership, redefining the role of teachers and principals for more collaborative decision making.

These issues point to one important implication: the need for teachers of mathematics to continue to develop their expertise.

For this reason, no day at Village Green is routine; students will work on some subjects longer than others if they need to and teachers will work with different groups of students depending on which students need to learn the same skill at that point in their lessons.

This itself may well underestimate the need for new teachers, as the National Audit Office points out that it «does not aim to resolve pre-existing teacher shortages, including those caused by previously missed recruitment targets».

Main points include the importance of SEL and the need for teachers to better understand SEL in order to foster it in their classrooms.

builds on what teachers learn in The High Performance Learning - Focused Lesson professional development and the Increasing the Rigor of Learning - Focused Lessons: Higher Order Thinking, Reading and Writing professional development by providing teachers with a process for identifying points in each lesson where students struggle or need more challenge, and strategies and practices for differentiating and personalizing each struggle and challenge point to ensure all students are successful.

The need for assessment - literate teachers is at a critical point in public education.

«On the problem with extending the tenure beyond two years... It's important that while we want teachers to at some point have due process rights in their career, that that judgment be made relatively soon; and that a floundering teacher who is grossly ineffective is not allowed to continue for many years because a year is a long time in the life of a student... having the two - year mark — which means you're making a decision usually within 19 months of the starting point of that teacher — has the interest of... encouraging districts to make that decision in a reasonable time frame so that students aren't exposed to struggling teachers for long than they might need to be....

When a teacher at Oak Hill Elementary School in High Point, North Carolina was desperate for assistance with three special needs students during lunch periods, she knew who to call: Gina Jacobs.

For teacher leaders to create real change in education, they need a message that is well - crafted, on - point and articulately delivered.

This points to the continued need for a pipeline of publicly certified Montessori trained teachers, and continued engagement of principals, superintendents and state and national stakeholders.

However, with the need for preservice English teachers to engage with technology in meaningful ways (Swenson et al., 2005) and the responsibility to develop a content - specific understanding of technology's place in teaching and learning (Mishra & Koehler, 2006), I am encouraged to stress two main points arising from the study.

Meanwhile, policymakers and education leaders don't need to wait for greater teacher workforce diversity to address the Black - White disparity in gifted assignments, Grissom and Redding wrote, pointing to how special education assignments are currently made, in response to legal challenges.

When our leaders say teachers are not good, we need to point out to them how well some of our students are doing, and that a recent Mathematica report for the U.S. Department of Education states that the quality of teachers working in low - income schools is about the same as the quality of teachers working in high income schools.

Read - Aloud Anthology for Fairy Tales and Tall Tales contains background information and resources that the teacher will need to implement Domain 1, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 8 lessons including objectives, read - alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources.

While teachers» «concerns about ELL students» academic and behavioral skills may actually be a reflection of their ability to meet ELL students» instructional needs» (Cheatham et al. 2014, p. 54), we see teachers» knowledge acquisition as the starting point for improved instructional ability.

Point - of - use teacher recommendations, lesson plans, and on - demand professional learning customized for the instructional needs of ELL programs

Read - Aloud Anthology for Insects contains background information and resources that the teacher will need to implement Domain 8, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 8 lessons including objectives, read - alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources.

points to this widespread lack of flexibility and personalization in PD programs, saying, «We expect teachers to personalize learning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needs.»