Sentences with phrase «pupils learning from a teacher»

A report by the Sutton Trust in 2011, found a 40 per cent difference between pupils learning from a teacher of high quality than from a less effective teacher.

Not exact matches

During the High Court hearing, counsel Nick Armstrong told the judge it was the only occasion on which a teacher had been killed by a pupil in a British classroom and the family were anxious «that all the lessons that can be learned from this enormous tragedy are learned».

Pupils and teachers attending Pyrford Primary School will benefit from a completely new school, with high levels of natural light and increased access and space for outdoor play and learning.

Oxford Home Schooling, part of the Oxford Open Learning Trust, used data from Europe - wide reporting to investigate how the UK compares against three key areas of education: pupils per teacher, years spent in school and level of national investment in schools.

By contrast, in my experience, pretty much the only pressure on teachers to attend to the learning of their quicker, higher - achieving pupils comes from parents — and the pressure - exerting parents are almost always ensconced securely in the middle class.

Pupil safety should not deter teachers from offering their students opportunities to learn in a real - world setting.

At the conference teachers can engage their pupils through peer - to - peer learning with student volunteers from the University of Bristol, share personal innovative and creative ideas with other delegates during the open platform session and develop new strategies for embedding sustainability across your curriculum, grounds and community.

The school is clearly benefitting from «enhanced learning» since the integration of Apple technology, which, opened up a world of opportunity for pupils and teachers.

Pupils and teachers attending Pyrford Primary School will benefit from a completely new school, withhigh levels of natural light and increased access and space for outdoor play and learning.

Aside from Google's own AI innovation, data and algorithms have the power to really transform learning and optimize teaching to drive progression: From teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesfrom Google's own AI innovation, data and algorithms have the power to really transform learning and optimize teaching to drive progression: From teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesFrom teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesson.

LEARNING FROM OTHER SECTORS Professor John Howson, chair of the REC's Education Steering Group has argued that «the increase in pupil numbers and decline in trainee teacher numbers heralds a period when recruitment will become more of a challenge, especially in certain subjects and phases».

Teachers from some of the UK's leading digital schools will be inspiring their pupils with new technology this term, after attending a prestigious teaching and learning event in the US.

Whilst teaching pupils provides rewards, teachers also require ongoing support from within the school in order to motivate and involve them in further learning, which in turn sustains learning within the classroom to make it engaging and exciting for the pupils.

ensuring that all teachers are equipped with the skills to tackle both the serious behaviour issues that compromise the safety and wellbeing of pupils, as well as how to deal with low - level disruption that stops children from learning properly

Discovery Education, together with teachers and pupils from partner schools Garrowhill Primary and John Paul II Primary, will present ways to successfully integrate media resources into teaching and provide a demonstration of the digital learning services, Discovery Education Espresso and Discovery Education Coding.

«What teachers do say is that getting pupils ready to learn is eating into precious teaching time and they are frequently unsupported by school leaders who too often do not teach and are divorced from the day - to - day realities of life in the classroom.»

Pupil learning can also benefit from partnerships between special and mainstream schools, collaboration between various professionals, improved teacher skills and «better learning environments», the report said.

An ongoing challenge for the EEF is to develop the next evidence - led practical steps that take teachers from the general messages outlined in the Toolkit to the specific actions needed to improve the learning of their most disadvantaged pupils.

Fortunately there have been a raft of reports (e.g. from EPPI and from Ofsted, among many others) that tell us exactly what to look for, and the good news is that great teacher learning is a remarkably similar beast to the great pupil learning.

Another from Derbyshire reported: «Mental health and well - being of our pupils is the most significant barrier to learning that I have experienced as a teacher.»

If teachers could free up their time they would be able to spend more time doing things that make most difference to children's learning such as actually talking to their pupils and their parents, working with other colleagues and learning from other colleagues» teaching practice.»

For Rodgers (2002), assessing feedback from pupils proves to be an essential step in understanding the gap between what the teacher taught and what the pupils learned.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Teachers were seeing a massive difference, especially from opportunities in outdoor provision — not only are pupils going further in their learning, they are developing socially and showing more focus, enthusiasm and stamina once they are back in the classroom.

Gradually pupils move from learning from a teacher to learning with a teacher to learning independently or with peers.

Sadia Khan, the RED instructor from London, took the teachers on their mock tests said, «Learning to start, stop and park a car is no longer enough to become a qualified driver, pupils now have to get high marks in a theory test and pass both a hazard perception and their practical test too.