Sentences with phrase «reflect on their practice»

While in Savasana, yogis slip into blissful neutrality and reflect on the practice.

She is always excited to develop and reflect on her practice.

You have spent the past few years learning from your mistakes, reflecting on your practice, and perhaps now you are ready to help someone else.

Teaching and Learning Week is a yearly event that offers the community a chance to reflect on the practice of teaching and learning.

Engaging in teacher research, reading professional periodicals and texts, and regularly reflecting on our practice has helped us adapt to the ever - changing educational climate.

Residentials give them time to reflect on their practice and think more about how they deliver their teaching.

He added the program allowed him to critically reflect on his practice and think about appropriate assessment, practical tasks and how he questioned the students.

It adds teachers are expected to be active researchers who reflect on their practice in relation to student outcomes.

The lesson is really an organizer that the teachers use as they engage in the real work of lesson study: studying teaching materials, discussing content and instruction, reflecting on their practice, and investigating student learning.

The difficult challenge — and first step — is teacher commitment to reflect on practices that support students taking the lead.

«A key message from the research is that teachers require ongoing support and the ability to reflect on their practice.»

«In its twenty - five year tenure, The Principals» Center has grown to be a central part of a large global community of educators, including those who convene each year at HGSE and bring the experience back to their colleagues, and those who have started other principals» centers throughout the world to provide a place for education leaders to gather together and reflect on their practice,» she said.

She empowered us to reflect on our practice as teachers and engaged us as critical coinvestigators of the underlying principles of what it means to be an effective teacher and learner of the English discipline.

I think good teachers reflect on their practices — and not just test scores.

The Harvard Institute for Superintendents and District Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in others.

As interns» responsibilities deepen, advisors act as coaches, observing and providing constructive feedback while developing interns» ability to reflect on their practice.

For example, in our improvement of pedagogy we were really looking for a way for teachers to reflect on their practice and it took us a while to look at how we could do that in a streamlined fashion; how we could use collegial observation and feedback as well as supervised observation and feedback.

I make a habit of reflecting on my practice whenever I can.

However, while I was clearing my credential, working with mentor teachers to reflect on my practice, and finding out how real students differed from theoretical ones, I also spent long hours after school with the speech and debate team reading philosophy and theory and talking about innovative alternatives for national defense, natural resource allocation, and, of course, education.

It was a luxury to be able to spend that kind of time reflecting on my practice.

To the extent that Howard Gardner's multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, then it has to be judged a useful addition.

The School Leader Self - Assessment Tool (School Leader SAT) is an online questionnaire that allows principals, school leaders and those aspiring to the role to reflect on their practice in relation to the Leadership Profiles (the Profiles).

You'll see some similarities with Colorado's Teacher Quality Standards and some additional details about teacher leadership and advocacy that will help you reflect on your practice in this area.

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).

Supported by their mentors, each instructional staff member reflected on their practices weekly and developed new applications and strategies based on the evidence of learning they documented.

The need to provide spaces for beginning teachers to reflect on their practice and seek support of their colleagues is critical to their professional growth.

They are constantly and relentlessly reflecting on their practice, their strategies, and their actions and asking, «What is our impact on student learning?»

The advantage of capturing video is simple: while teaching, teachers can not stop to reflect on their practice, but video enables them to remove themselves from the demands of the classroom and to step back and examine classroom events (van Es & Sherin, 2008).

Teachers and school leaders can use this rubric to reflect on their practice and plan for professional growth.

AITSL provides a range of resources for you to reflect on your practice and improve your teaching — regardless of your career stage.

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction - related struggles — ultimately, leading to a change in instructional practice.

Administrators will learn how to ask guiding questions for teachers to better reflect on their practice and engage in meaningful discussions for teacher growth.

Our Teacher Self - Assessment Tool helps you reflect on your practice in line with the Teacher Standards.

Reflecting on your practice, acquiring new skills and knowledge, and applying it all to one's teaching practice — this is a process that never ends.

Good teachers constantly reflect on their practice and use formative assessment to inform instruction.

As I have reflected on my practice, I have found that I need to become more in tune with the individuals with whom I work and make the neccessary leadership adjustments that support the mission and vision of the campus.

These stories form a cornerstone of the program and become a constant frame of reference for the learning community, as teacher candidates develop their teaching philosophies and reflect on their practice.

It requires faculty and staff members to examine metrics consistently, reflecting on their practices.

-- or reflecting on their practice — «We should all make sure that students understand how they are being graded, and do a better job of sticking to the syllabus.

Having other teachers to work with beginning teachers as they reflect on their practice might enhance this reflective exercise.

As the most important part of the learning walk, teachers individually shared any personal «aha» moments and how these moments had caused them to reflect on their practice — and possibly to change it.

Teachers reflected on their practices by identifying their own questions, documenting their own practices, analyzing their findings, and sharing their findings with university educators and other teachers.

By reflecting on their practice with them I can coach them.»

It is a high - stakes exam that requires teachers to plan for engaging students and reflect on practice, and it focuses on intentionality of that plan.

Conducting action research projects and keeping reflective blogs (or journals) in which teachers analyze their experiences and reflect on their practices allowed them to see the effectiveness of technology on students» learning and to reflect on and modify their practices.

The need for participant - driven professional development programs in which teachers engage in inquiry and reflect on their practices to improve their learning about technology has been emphasized by many researchers (Loucks - Horsley et al., 2003; Zeichner, 2003).

She amended the schedule to foster PLCs so that grade - level teacher teams could meet daily to reflect on their practice; collaborate around teaching and learning; continuously fine tune their shared beliefs and values; and examine data to improve their craft.

We try to encourage all educators and administrators to reflect on their practice.

It's a challenging process that allows good teachers to reflect on their practices — what works and what they can improve upon.

They reflected on their practices and then reformed their practices.