Sentences with phrase «same program in their classrooms»

Not exact matches

Here in Houston we've already implemented the same program district - wide, and for those unfamiliar with it, «in - class breakfast» means just that: children receive a free breakfast (regardless of economic need) and bring it into their classrooms to eat at their desks as the school day begins.

With community support, we eliminated high - fructose drinks from school vending machines and banned sweets from classroom parties (a hard swallow for those drinking the same sugary punch as Cookie Crusader Sarah Palin); changed the tuition - based preschool food offerings to allergy - free, healthful choices; successfully lobbied for a salad bar and then taught kids how to use it; enlisted Gourmet Gorilla, a small independent company, to provide affordable, healthy, locally sourced, organic snacks after - school and boxed lunches; built a teaching kitchen to house an afterschool cooking program; and convinced teachers to give - up a union - mandated planning period in order to supervise daily outdoor recess.

The same year, she left the classroom to become district coordinator for the bilingual in English language acquisitions and programs in Cambridge.

Occasionally, even ESL pullout programs, where students spend most of the day learning in English in a mainstream classroom, are mistakenly characterized as bilingual education when the children in the ESL pullout class are of the same ethnicity.

On the challenges teacher preparation programs face in Common Core implementation: The challenge continues to be the same one that universities have always had having enough time for students to develop a complex understanding of the learning and teaching process as well as providing enough quality experiences (with successful teachers in classrooms) before someone enters the classroom on his / her own.

The panel members also advocate developing more tools to collect information as students work through a task in the classroom, in the same way that some programs are beginning to analyze background data generated by students working online.

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesIn 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin the city, with only 6 percent of students coming from low - income families.6

For VHS students, course curriculum delivered through the program is rigorous, adhering to the same schedule set out in a traditional classroom.

Well, actually, there are two parts to that assumption: the first is that we at CityBridge believe that teachers can play a pivotal role in redesigning schools through the work they do in their classrooms, and the second is that teachers in our programs believe the same.

She also introduced Dr. Bruce Wexler's C8 ACTIVATE brain and neuroscience based learning program, providing data demonstrating remarkable gains for students using the ACTIVATE program compared to other classrooms in the same school district.

The same study also found that students participating in a «sense - of - purpose» program, which encouraged students to reflect on ways in which their daily classroom activities connected to lifelong goals, also led to academic improvements.4

Jones, who is in her third semester of the residency program, says that she doubts she could learn the same lessons about managing a classroom and keeping students engaged through courses at a university.

At the same time, he believes dual - language programs in majority - black classrooms can embrace students» cultural and linguistic backgrounds, engaging them in ways traditional schools haven't.

The most effective induction programs include mentoring, coaching, and feedback from experienced teachers in the same subject area or grade level as the novice teacher; the opportunity for novice teachers to observe expert teachers; participate in orientation sessions, retreats, and seminars; and to be assigned reduced workloads and extra classroom assistance.

At the same time, there has been growing scrutiny of teacher preparation programs, many of which have little data to show how candidates fare in classrooms, and also have poor oversight from state and federal agencies.

The program strives to extend the same character - building opportunities and inclusive environment found in our Lower School classrooms to after - school activities.

1) One - way dual language programs: Provide instruction in two languages; serve mostly ELs, transitioned (or former) ELs, and heritage language learners in the same classroom.

At the same time, the program has allowed us to meet the district's goal of significantly reducing the testing footprint in every classroom.»

Keep in Mind: Students who have been living in the U.S. may have moved between different kinds of language programs and classrooms even within the same school, and there may be significant gaps in both their home language and their English skills.

points to this widespread lack of flexibility and personalization in PD programs, saying, «We expect teachers to personalize learning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needs.»

A recent brief from The Learning Counsel points to this widespread lack of flexibility and personalization in PD programs, saying, «We expect teachers to personalize learning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needs.»

Our teachers are working towards a Math Workshop model in their classroom where they push small groups of kids towards working independently, but they need another program for teaching others at the same time.

According to a 2014 report of graduates of NCTR programs, 87 percent of teachers were still teaching after three years.82 A study done from 2011 to 2012 found that new teachers stayed in the classroom after three years at the same rate as NCTR teachers, 83 but teachers in NCTR programs work in schools that are difficult to staff in high - needs areas, where teacher retention is especially problematic.

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

The Spanish Immersion program will operate much the same as a traditional classroom, the difference being that 50 % of the instruction will be in Spanish.

It could also suggest that teachers may have been best prepared by their teacher preparation program with regard to pedagogy and content and this, together with their experience in the classroom, led to the highest ratings of knowledge along these same domains.

The same can now be said of classroom technology use, as candidates are matriculating through teacher preparation programs who have neither experienced nor witnessed effective technology integration in any of their past schooling.

These programs are different in design, although all focus on the same principles of educating future vet assistants through the use of classroom instruction and practical learning.

It takes it outside of the specific Pets in the Classroom program, but it still fulfills that same basic goal of ours,» — which he emphasizes is the important thing — «to introduce pets in classrooms across the country.»

Many parents in Ontario question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

In addition, you'll receive the same 160 hours of hands - on training, classroom learning, and career guidance as you would in our CDL Preparation Program — during three weeks at our Training Grounds and on our 1 1/4 - mile private training tracIn addition, you'll receive the same 160 hours of hands - on training, classroom learning, and career guidance as you would in our CDL Preparation Program — during three weeks at our Training Grounds and on our 1 1/4 - mile private training tracin our CDL Preparation Program — during three weeks at our Training Grounds and on our 1 1/4 - mile private training track.

TeenDrivingOnline.com is a DMV - licensed driver education provider, and students of our Internet - based driver ed program get the same state - approved material taught in classrooms.

Many parents in Marysville question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in Placerville question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in Oak Park question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in Brawley question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in Woodland question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in San Diego question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in Needles question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

Many parents in Redwood City question whether an online driver ed program can deliver the same level of education as found in a driver education classroom setting.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Mindee Seegar, Pharmacy Technician Instructor in Portage shared a little bit about her excitement for this program and the opportunities her students will have, «our classroom is set up so that students experience both classroom lectures and hands - on learning at the same time.

Description of some of these same programs in terms of observations of actual classroom behavior is one of the objectives of this chapter; the other is to report relations between these observational measures of the intellectual growth of pupils.

The Chambliss Center provides an extended child care program in the same classroom to cover a full working day.