Sentences with phrase «practices at the classroom»

In addition to an overhaul of the objectives and content of curriculum materials, it calls for a paradigm shift in educational philosophy and a corresponding transformation in teaching practices at the classroom level.

Victoria has been both a high school teacher and an elementary school vice-principal, where she worked to implement social and emotional learning theories and practice at the classroom and school level, and has worked with curriculum developers to write SEL lessons for publication.

Victoria has been both a high school teacher and an elementary school vice-principal, where she worked to implement social and emotional learning theories and practice at the classroom and school level, and has worked with curriculum developers to write SEL lessons for publication.

Not exact matches

My thought is that until society changes, it will be a up - hill battle to convince children that the healthful choices they see at school cafeterias are great when outside of school many are seeing and eating the less - than - healthful choices in many of the ways we've talked about here before: classrooms, athletic practices, homes because parents are busy, don't have access to fresh foods and more.

Parent trainer Zweiback recommends that children role - play «school» at home with dolls and stuffed animals as a nonthreatening way to practice being in the classroom.

While I feel I've made a lot of strides nationally on The Lunch Tray by bringing these issues to the fore and assisting readers around the country at their children's schools, at my own son's elementary school my principal has declined to make any modifications to practices like birthday cupcakes in the classroom.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

First, the correction - I'd originally reported that the district would no longer continue its practice of requiring kids to take a package of animal crackers as part of the in - classroom, universal breakfast service that was instituted last year at the elementary level.

But as a practicing pediatrician and associate clinical professor of pediatrics at George Washington University, Beard said that what children eat in a cafeteria «may be as important a determinant as the reading, writing and arithmetic they get in the classroom.»

My perspective on guiding children comes from years of practice as a mindful educator, and draws from my experiences teaching in the classroom, working one - on - one with families, and as the Early Childhood Specialist at the Children's Creativity Museum in San Francisco.

In an effort to make retrieval practice a common strategy in classrooms across the country, the Washington University team (with the help of research associate Pooja K. Agarwal, now at Harvard University) developed a manual for teachers, How to Use Retrieval Practice to Improve Lpractice a common strategy in classrooms across the country, the Washington University team (with the help of research associate Pooja K. Agarwal, now at Harvard University) developed a manual for teachers, How to Use Retrieval Practice to Improve LPractice to Improve Learning.

«Because we know memory is a crucial cognitive skill for school learning, practice at playing games that challenge memory should, in theory, lead to improvements in classroom behavior and academic skills,» she says.

Administrators at Bullard Elementary School in Kennesaw, Georgia, implemented yoga and other mindfulness practices in the classroom to reduce students» stress, but they received an onslaught of complaints from parents who felt they were promoting non-Christian beliefs by «allowing this Far East mystical religion with crystals and chants to be practiced under the guise of stress release meditation.»

The classroom reverberated with energy and love and at the end of the practice, I felt so uplifted!

The following poses and practices can help kids feel confident, calm down at their desks, build focus, and be stellar students in and out of the classroom.

Studying at Atmavikasa implies taking your Yoga practice beyond the classroom and integrating it with your life.

This 40 hour intensive is suitable for Teachers who want to teach in a classroom or daycare setting, or for those who have been practicing yoga for at least one year and are looking to delve deeper into their own practice and share with their children.

So when administrators at Bullard Elementary School in Kennesaw, Ga., implemented yoga and other mindfulness practices in the classroom to reduce students» stress, they probably envisioned peace and relaxation in their future.

Without such definitions, teachers are left to guess at best practices and to glean from professional readings what they might look like in a classroom.

In this second of two Responsive Classroom articles, Education World looks at how Responsive Classroom practices play out in schools and classrooms.

Tamara finds this challenging: she doesn't speak English at home, so has few opportunities to practice outside of the classroom.

In seeking to extend learning beyond the classroom and school it became the case that a system of badging for providers who service the educational demand elsewhere ought to have some form of accreditation to safeguard schools, their students and teachers and confirm that acceptable standards of good practice are being applied at those learning venues.

A conceptual failure lies at the heart of ed reform's underperformance: the mistaken assumption that education policy, not classroom practice, is the most important lever to pull to drive enduring improvement.

George Theoharis, a former teacher and principal, is a professor in the Department of Teaching and Leadership at Syracuse University, where he studies classroom inclusion practices and other special education issues.

For academically at - risk students who have been enrolled in U.S. schools since kindergarten and who have experienced educational opportunities that are basically similar in design and practice, research suggests that a classroom - wide, universal approach focused on building up academic vocabulary and conceptual knowledge would be appropriate.

In practice, this aspect forces us to look not only at what books we assign and what questions we ask, but also at the norms, activities and expectations we set up so that our classroom's structure responds to the culture of our students.

During three years at The Southport School in Queensland, Australia, my colleagues and I managed to produce significant changes in classroom practice via the use of Moodle and the staged introduction of mobile devices to the classroom.

STIR is working with state and national governments to build local teacher networks aimed at increasing teacher motivation and professionalism, leading to mastery of classroom practice and improved student outcomes.

Key Elements of Observing Practice (DVD) contains a series of short videos that invite you into classrooms and meeting rooms at the Richard J. Murphy School in Boston, a school that uses data wisely, and comes with a Facilitator's Guide for designing your own process for learning from classroom observation.

Edutopia's series takes a look at game - like learning principles in action and commercial games in real classrooms — and offers tips and tools for bringing them into your own practice.

Making this the norm in classroom practice is no easy task: it will require changes at all levels of the system, including to the evidence base, career pathways, leadership capability, and reporting, accountability and governance.

Sure, the data feeding back into the system are apt to produce slow improvement as more educators become more adept at applying that information to their classroom practice and building leadership.

At an event last week at the National Press Club, the group unveiled a new report, «The Science of Learning,» which summarizes existing research from cognitive science and applies it to classroom practicAt an event last week at the National Press Club, the group unveiled a new report, «The Science of Learning,» which summarizes existing research from cognitive science and applies it to classroom practicat the National Press Club, the group unveiled a new report, «The Science of Learning,» which summarizes existing research from cognitive science and applies it to classroom practice.

These two books are polar opposites in terms of readability — Mindset is easy to read, popular psychology, while The Brain at School is a more serious scientific analysis of educational neuroscience and how it may relate to classroom practice.

Schools need low - burden strategies that are easy to implement but that still promote caring and inclusive schools and classrooms, develop key emotional and ethical capacities in students, and inspire interest in deeper and more comprehensive efforts to promote SEL and ethical capacities — practices that can easily be scaled and may achieve certain goals as effectively as comprehensive programs at far less cost.

Dr Sue O'Neill is a Lecturer in Special Education at UNSW Sydney and she has a keen interest in the theory to practice gap in classroom and behaviour management for preservice, beginning, and experienced teachers.

Those who were at or above «proficiency» were, from the perspective of test - driven accountability policies (and the classroom practices those policies encouraged), already where we needed them to be.

Students then practice in the classroom and at home, and they are tested on the strategy, rather than on whether they were able to memorize a long list of words.

Lenz, LeFors, and the teaching teams at each school spend time every week reviewing student results and sharing classroom observations to reflect on and enhance their practice.

In the «classroom» section, we declared: «Students will become more adept at solving math problems if teachers encourage them to think through a problem before they begin working on it, guide them through the thinking process, and give them regular and frequent practice in solving problems.»

«Write» on Target In its weekly «Teacher Feature,» Education World highlights neat activities and classroom practices from educators in all locations and at all levels.

For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level?

Clark noted she also enjoys walking the walls» — taking a look at classroom walls, a practice which she said helped get teachers focused on what their classrooms look like.

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

I will be dedicating my next few blog posts at Edutopia to showcase innovative practices in the classroom.

Skills Reinforced: - Making change from a $ 1.00, $ 5.00, $ 10.00, and $ 20.00 - Recognizing coins and coin values - Recognizing currency - Mental Math - Making change from larger dollar amounts This Counting Bills and Coins - Making Change Activities include: -5 shopping math cards (more can be added)(Laminate for longer use in the classroom or at home)- making change mat (laminate for longer use in the classroom or at home)- two making change worksheets for extra practice - printable: $ 1.00, $ 5.00, $ 10.00, and $ 20.00 denominations (Laminate for longer use in the classroom or at home)- printable coins (1 cents, 5 cents, 10 cents, 25 cents, and 50 cents)(Laminate for longer use in the classroom or at home)- Play money.

Such results encourage the teachers at Craigslea to continue implementing the strategy of deliberate practice in their classrooms, but the best result was that the students gained personal satisfaction from their creativity and performance, as well as commitment to ongoing learning as musicians.

Since in - person observations may be difficult to arrange, teachers may find themselves going it alone when trying out new learning, refining practice, or facing challenges in their classroom — at times without much feedback or support.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

At the same time, it became clear that there is some way to go before the approach is manifested in classroom practice and teacher education.