«We should be looking at the model of Finland's schools, a system based on cooperation rather than competition, trusting and
respecting teachers rather than scapegoating them, de-emphasizing standardized testing and providing small classes,» Haimson said.
Not exact matches
Our students in grades one through eight experience —
rather than being told about — confidence, conflicts and their resolution, and
respect for the world and all its creatures within an enduring relationship with their classmates and
teacher.
Interestingly, with
respect to aggression the effects lasted up to four years following the
teacher relationship assessment — so this is a
rather lasting effect.
Regarding the former kind of issue (evolution and global warming are offered as examples), the authors argue that
teachers should not remain neutral but
rather teach specific
respect for expert judgments and general
respect for the expert «epistemologies» that support those judgments:
It is important for
teachers to take their students» gaming seriously,
rather than disrespectfully dismiss their playing as a waste of time, and to
respect both the time that goes into game playing and the learning that comes out of it.
Rather than magic,
teachers, parents and students give more likely explanations for the off - the - charts improvement: all the Saturdays, early mornings and late afternoons worked by every staff member (from the principal to the PE
teacher); a shift in school culture to better
respect and understand students; and a newfound focus on data and educational technologies.
Rather, the evidence trail is already quite saturated in many
respects, as study after study continues to evidence the same things (e.g., inconsistencies in
teacher - level ratings over time, mediocre correlations between VAM and observational output, all of which matter most if high - stakes decisions are to be tied to value - added output).
From
teachers sporting paddles during the corporal punishment days to students sitting in alphabetical rows, schools throughout their history have often been places of control
rather of trust and
respect.
«PLC» resonates with
teachers and administrators the most because it assumes (a) the professional expertise of
teachers, (b) the ongoing, collaborative generation of knowledge
rather than the top - down delivery of knowledge, and (c) strong relationships among
teachers who support and
respect each other.
She also saw students
respect book suggestions that came from a reader's passion
rather than a
teacher's agenda.
We in Connecticut need to make these jobs more attractive to prospective
teachers through increased
respect, support and autonomy
rather than criticism, disdain and surveillance.»
Yet
rather than using Connecticut's process and
respecting the values inherent in the local control of education, the Common Core was developed using a system that did not include the full involvement of
teachers, parents and the community.
By celebrating competencies,
rather than documenting deficiencies, Janet earned trust and
respect, built
teacher self - efficacy, and paved the way for a successful school turnaround.
For the observation part,
teachers are no longer rated simply on «classroom management» and «planning,» but
rather on 60 specific elements, including «engaging students in cognitively complex tasks involving hypothesis generation» and «testing and demonstrating value and
respect for low expectancy students.»