Sentences with phrase «routine practice of teachers»

While there were instances in isolated pockets in schools where these statements were true, examples of this behaviour as a common and routine practice of teachers was not evident in a single school.

Not exact matches

Key principles and rules of yoga are taught, allowing the teachers of Vikasa Yoga and dedicated practitioners to become free from any routines by gaining understanding, knowledge and insight into the methodology and the effects of practice.

Established practices in negotiating teachers» compensation and the rules governing hiring, termination, and work routines need to come of age.

Teachers held discussions with their class about the relationship between effort and outcome in mathematics; in particular about the worth of the students» workbooks and the mathematical routines and practices they were encouraging students to adopt.

It provides a process that teachers can use to learn from their practice, verifying the effectiveness of their methods, and helping them to identify less - effective routines.

By making observation and advice a part of the teacher's normal routine, particularly through the use of reading teacher trainers, the district has made it easier to target the use of ineffective teaching practices and to help struggling teachers improve.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

When those students forget their lunch, for instance, that paper plan is likely to prove irrelevant to what the school does in practice, as teachers are unlikely to have read it and the real - time response will probably be a product of circumstance, experience, and acquired routine.

As teachers and students become more comfortable sharing opinions and ideas, involving students in the instructional change process should become a routine part of our practice.

One of the easiest ways to burn out as a teacher is to get stuck in the same routine and practices year after year.

Research methods included routine and repeated observation of reading instruction, survey and interview data regarding classroom practices, and teacher - submitted time logs detailing reading instruction.

Experienced practitioners suggested that teacher leaders make the most of the existing structures, routines, and practices already in place within a school to shape their teacher leader work.

In this session, learn to cultivate teacher curiosity and identify and leverage bright spots to move your school along an improvement continuum that includes adopting better routines, ensuring consistency of those routines, developing professional expertise, and ultimately, encouraging innovative practices.

«A central problem we see is that, while teachers do teach effectively, they do it under enormous pressure to cover a lot of material in a lesson - per - week routine that does not include the spaced practice necessary for vocabulary retention.

She explores both theory and practice, suggesting helpful strategies and routines and providing a collection of surveys, handouts, and guides that will help teachers organize their efforts and achieve their goals.

Teachers time and again expound on the benefit of practicing routines during the first weeks of the school year.

Across the nine schools, the teachers tested 15 different change ideas, and several of these practices produced standout results in shifting students» mindsets and learning outcomes, including a routine to improve peer - to - peer feedback, the revising work and tests routine, the challenge problems activity, and a one - on - one conferencing protocol.

In order to cultivate students» sensitivity and alertness to thinking, many teachers across the globe have been introducing and practicing thinking routines (patterns of action that can be integrated in different contexts).

The second (LTP: Learning in, from, and through Practice) involves supporting ambitious pedagogy by redesigning mathematics teacher education to focus on the use of routine instructional activities and coached rehearsals.

Students (and teachers) benefit when teachers demonstrate classroom practices so that they become routines, says Margaret Berry Wilson in the first article of the Tips for New Teachers columnteachers) benefit when teachers demonstrate classroom practices so that they become routines, says Margaret Berry Wilson in the first article of the Tips for New Teachers columnteachers demonstrate classroom practices so that they become routines, says Margaret Berry Wilson in the first article of the Tips for New Teachers columnTeachers column series.

Student work, with the organic record of feedback, represents the best evidence of the routine practices of individual teachers and of the department in securing progress over time but work sampling can be cumbersome and is, de facto, a source of scrutiny pressure.

This takes opportunities for practice, feedback and mentorship, planning and development of teaching routines, on - going support, and a risk taking learning environment that supports teachers with a growth mindset.

The series continued to focus on methods of training new teachers in three specific teaching high - leverage practices: implementing organizational routines, procedures, and strategies to support a learning environment; communicating about a student with a parent or guardian; and making content explicit through modeling.

Program leaders shape teaching through day - to - day practices of instructional leadership and drive continuous improvement by facilitating routine teacher collaboration and practice improvement cycles.

Ho Sang says prior to the start of the school year, KIPP WAYS Academy spent a great deal of time practicing school wide routines like dismissal and arrival, particularly with new teachers.

The series focused on methods of training new teachers in three specific teaching high - leverage practices: leading a whole class discussion, using data to inform instruction, and implementing organizational routines, procedures, and strategies to support a learning environment.

The teacher has the students practice this many times in order to develop mastery of the routine.