Sentences with phrase «regular feedback from the teacher»

Their common feature is that, rather than listening passively, students spend class time engaged in answering questions, solving problems, discussing solutions with their peers and reasoning about the material they are studying, all while getting regular feedback from their teacher.

Recommendations for improvement included restructuring the math activities to be more rigorous, earlier training in how to critique academic work, and gaining more regular feedback from teachers.

They also need appropriate instruction, interaction with other gifted students, and regular feedback from the teacher.

Not exact matches

But when missing and incomplete homework becomes a regular occurrence, your child is missing out on the opportunity to get important feedback from his or her teacher before the class moves on to the next, more challenging learning activity.

Aside from regular teacher and student feedback, KPSS has a Committee for School Improvement and Local Consultative Committee.

Regular feedback in the form of surveys is needed to understand how those charged with implementing standards - based educational reform — teachers, superintendents, parents, and policy makers — think about the uses of tests and the high - impact decisions that follow from them.

Train for a year in a supportive environment, and receive regular, structured feedback from an experienced mentor teacher.

The children not only get a lot of practice writing, but they also get feedback from their teacher on a regular basis.

The report describes three inter-related elements that these systems have in common: (a) Rigorous, comprehensive curricula and assessments aligned to high standards; (b) Content - focused, expert - led teacher collaboration time; and (c) Regular, growth - oriented feedback for teachers from content experts.

In this phase, quantitative data, gathered and organized by our performance management team, is primarily used to identify high - level areas for further discussion and exploration, while qualitative data is used for personalized coaching — every one of our teachers receives regular feedback from their Principals and Mentor Resident, school - based, or curriculum coaches.

Like experiential educators, proponents of brain - based learning stress the importance of creating opportunities for student reflection and regular feedback from peers as well as teachers so that lessons can be applied to real life and future learning,

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professiTeacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professiteacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professiTeacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professiteacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professiteacher in Phoenix, «It was the best decision I ever made professionally.

In Year 2, based on requests from teachers for regular feedback related to their observations, teachers received a copy of each observation, a description of the codes, a brief summary of research related to the major coding categories being analyzed for the project (e.g., incidence of whole group instruction, and incidence of higher - level questioning; see page 17), and a table summarizing the codes from their observations (e.g., the incidence of whole - group instruction, the incidence of higher - level questioning, etc.) and comparing them to the means at their grade level across all schools.

Working year - round rather than in traditional nine - month terms, teachers grow personally familiar with students» needs not only through years of consistent interactions but also regular feedback from the data - rich curricula.

Using these standards to set goals with new teachers, and as a point of reference point for regular feedback from a mentor or coach who is not in a formal evaluator role, can also help them and their students meet key standards.