Sentences with phrase «practice of teacher participants»

Toni supports teachers in their practice, visits classrooms and individual lessons, and provides feedback on the teaching practice of teacher participants.

Not exact matches

We will cover... Why Yin: The Physiology of Stretch Skeletal Anatomy Relevant to Yin History, Culture + Players of Yin Yoga Introduction to Meridians Theory Ayurvedic Lens on Yin Yoga Teaching Methods for a Healing Atmosphere Yin Sequences for Beginners and Advanced Practices Supportive + Advanced Posture Prop Use Reflective Homework for Practice and Teaching Development Participants with a 200 Hour Yoga Teacher Certification will earn a Yin Yoga Teaching Certificate and 32 hours of Continuing Education Units for Yoga Alliance.

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion on practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements

Key knowledge and understanding: helping teachers to understand the professional knowledge base in the chosen area, giving information both about theoretical underpinnings and practical application, linking theory and practice together to help participants develop their understanding of why and how various practices work, and linking the chosen practices to an understanding of how students learn.

Which is why Teitel says he and the other facilitators spend a lot of time at the beginning helping rounds participants understand that everyone involved — not just teachers — is working on their practice.

In a recent study, 100 % of Initial Teacher Training participants felt that C - Live helped to prepare them for classroom practice and 95 % would recommend C - Live to other trainee teachers.

Over the course of three consecutive days, participants learn about and practice a proven coaching model that empowers them to constructively improve their teachers» instructional practice.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Evidence collected for this component also highlights certain differences, by school level and by level of teachers «instructional expertise, in the values participants assign to the core practices.

In doing this, experienced practitioners suggest, it is critical for preparation programs to clearly articulate the intended outcomes of the preparation as it relates to teacher leaders» practice, helping participants to identify their needs and make the best use of a program's offerings.

Findings in Harris and Townsend (2007), Howe and Stubbs (2003) and Nesbit et al. (2001) suggested that the opportunity to practice leadership skills, such as providing in - class support or professional development to classroom teachers, as part of a preparation program helped develop participants» knowledge of, and ability to practice, teacher leadership.

The purpose of this research was to allow the teacher participants to describe their own best practices with technology integration, based on their experiences and their perceptions of student needs.

Unless superintendent / district level administrators are also active participants and supporters of teacher leader work, district policies and practices may act as barriers to the work.

For example, Toni (Literacy Program) mentioned that the classroom practice of participant teachers differed from the practice of others in their school and wider school district and talked about the political ramifications of this.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

By the virtue of their attendance and leadership, participants were helping shift the negative tone of dialogue around teacher preparation by highlighting innovative practices and committing to positive change.

Implicit in these studies were two considerations that affect the content of preparation programs: the expectation that preparation programs build from the knowledge and skills of participants when they enter, and whether or not the program was linked to an explicit set of anticipated teacher leader practices.

Mimbs (2002) found that, in a teacher leader preparation program, participants identified providing support to teachers» use of instructional materials as a goal of their future teacher leader practice.

Participants engage in the in - depth study of relevant course materials, establish a training classroom, do practice teaching, conduct workshops for teachers and caregivers at their home site, observe in classrooms and provide feedback to staff, meet with agency administrators to inform them of their progress, and keep a training journal to document and reflect on their activities.

A common language ensures that all participants - teachers, coaches, administrators - have a clear understanding of what effective practice looks like.

The two - day Summer Leadership Institute, «Feedback for Teacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student leTeacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student leTeacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student leteacher evaluations centered on growth of teacher practice and improvement of student leteacher practice and improvement of student learning.

During the course of the programme, participants will attend four face - to - face training and assessment days as well as participating in a range of online activities, with each element designed not just to test a teachers» knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.

Participants were selected through a purposeful, criteria - based sampling that identified teachers who were comfortable with instructional uses of technology, yet were inexperienced using PBHI strategies and practices.

Participants will identify a problem of practice that aligns to their chosen equity pathway (STEAM, Community and Family Engagement, Underserved Populations, Teacher Leadership).

Participants will consider how to reimagine classroom practices (old and new) to shift from teacher - driven faux inquiry and create spaces that inspire student exploration in service of learning.

Figure 1 depicts a continuum of instructional technology practices identified by the two groups of university faculty participants, general education and teacher education faculty members.

Continuum of instructional technology practices implemented by K - 12 teacher participants: progresses from student skill development, to teacher directed instruction, and then to student - centered instruction.

Participants in this study followed patterns of technology adoption reported by early research on teachers» technology integration practices (cf. Dwyer et al., 1991; Hord et al., 1987).

The comparison between LLMT and MMC participants allowed us to single out specifically the impact of video - based reflections during teacher preparation on teachers» reflective practices.

Teacher candidates» indirect participation in more than one teacher's decision - making may be especially important to the peripheral part of Lave and Wenger's (1991) legitimate, peripheral participation: «Peripheral participants can develop a view of what the whole enterprise is about... [rather than] a set of dictates for proper practice» (pTeacher candidates» indirect participation in more than one teacher's decision - making may be especially important to the peripheral part of Lave and Wenger's (1991) legitimate, peripheral participation: «Peripheral participants can develop a view of what the whole enterprise is about... [rather than] a set of dictates for proper practice» (pteacher's decision - making may be especially important to the peripheral part of Lave and Wenger's (1991) legitimate, peripheral participation: «Peripheral participants can develop a view of what the whole enterprise is about... [rather than] a set of dictates for proper practice» (p. 112).

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

Participants will next learn about the key features of practice - based teacher education, including examining several high - leverage practices, exploring ways to introduce these to teacher candidates, and getting oriented to practice - based teacher education pedagogies.

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classroom, buildings, and districts.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classrooms, buildings, and districts.

This publication highlights a series of video clips in which participants in a recent Reform Support Network convening of the Teacher and Leader Effectiveness / Standards and Assessment Community of Practice reflect on the work of translating college - and career - ready standards from policy adoption by States to reality in the classroom.

In their interviews, all of the participants in this district emphasized changes in their classroom practice, but only one teacher spoke of implementing change at the building level, and none refer to their involvement in working for change in professional contexts within or beyond the district.

We combined semi-structured interviews with participants involved in the induction process (school principal, mentor teachers, new teachers, and more experienced teachers) with observations of actual mentoring practices in the school (supervision and information sessions for beginning teachers, one - on - one meetings between the mentor and beginning teachers, and between the school principal and beginning teachers).

Participants who apply to the Certification Program should have a daily practice of the Primordial Sound Meditation technique before the start of the scheduled teacher training.