Sentences with phrase «skilled teachers spend»

Even highly skilled teachers spend more time with those that need extra help.

Not exact matches

Mark Bello (above) opened Pizza a Casa on New York City's Lower East Side, he says, after spending nearly five years as a «nomadic pizza - teacher - for - hire,» sharing his pizza skills at various locations around the Big Apple.

Teachers say they spend as much as the first three months of school re-teaching the skills kids lost over the summer months.

What's the right «thank you» for that favorite teacher who's spent so much time with your children, giving them new skills, encouraging them, helping them when they're floundering and helping us to weather the occasional adolescent storm?

It is also misplaced to spend GHc135.95 million in 2015 on improving the capacity of teachers, supplying teaching and learning materials, etc., with no reference to technical skills acquisition.

The state assesses students writing in fourth grade, so teachers spend a lot of time on writing skills, Maldonado told Education World.

In a personalized curriculum, teachers spend time building soft skills, finding authentic materials that can be used for future students, and conducting authentic formative assessments that build momentum.

The one - on - one time I spend collaborating with teachers allows me to better understand the content and skills the teacher is teaching as well as provide the technology skills necessary to enhance the lesson.

As more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classes.

While we know that a balance is important, that young people want to be supported and that they want to feel connected to their school and to their teacher, there's much more that needs to be understood about this and we can do this both through administering questionnaires but probably better yet actually talking to teachers and young people and asking them specifically, in specific schools, in specific neighbourhoods: «What would make for a better relationship and a better environment where you would want to spend time, learn and also learn some good, positive behaviour skills?»

The algorithm employed by the software considers each child's entering skill level and progress made during the school year to recommend several dimensions of instruction, including assignment to small, homogenous ability groups, the amount of time spent on code - versus meaning - focused literacy, and teacher / child versus child - managed delivery.

Districts, schools and teachers are already spending time and resources on developing their students» noncognitive skills, but not always in a coordinated or structured way.

And unlike many urban schools where teachers spend the bulk of the day on scripted lessons, drilling classes on basic skills for high - stakes tests, LACES teachers spend very little time prepping students for California's state tests.

Educational technology can free up teachers from routine aspects of teaching and classroom administration so that they can spend more of their time using their uniquely human skills to better support their students» learning needs.

Declines in the relative quality of teachers, reductions in class size, and growth in per - pupil spending can all be traced to the same source — growing demand for skilled workers outside education.

The research summarized here contends that declines in the relative quality of teachers, reductions in class size, and growth in per - pupil spending can all be traced to the same source — growing demand for skilled workers outside education.

Teachers spend part of their time developing and refining ways of assessing student learning and helping students learn the skill of self - assessment.

Students should be provided with calculators and access to computers beginning in kindergarten, and teachers should spend less time on computational skills and more on mathematical concepts and problem - solving, according to the nation's largest organization of mathematics teachers.

I was surprised at how few reading resources were available for Room on the broom, and I am keen to promote Thinking Hat Reading skills in the classroom and so I have spent a week developing a set of worksheets which teachers can download and use in the classroom.

Time spent among students and teachers was an example of serving learners» needs well with a meaningful context, rather than incremental skills to be acquired (IBO).

To undo the problems created by test - based accountability, teachers must refocus instruction on teaching the underlying knowledge and skills that any good test should reflect, rather than spending time preparing kids for the specific test used for accountability.

Excel teachers focus on individualized instruction in basic skills, spending at least two hours a day on reading, writing, and literature and at least 90 minutes a day on mathematics.

As a result, a significant portion of the teachers surveyed here report spending class time discussing with students how search engines work, how to assess the reliability of the information they find online, and how to improve their search skills.

Given these perceived deficits in key skills, it is not surprising that 80 % of teachers surveyed say they spend class time discussing with students how to assess the reliability of online information, and 71 % spend class time discussing how to conduct research online in general.

Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization of the role of the adults who provide center - based care as that of a teacher; a bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's performance on measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization of the family's responsibility.

The interviews with teachers were especially valuable in providing insight into how, exactly, teachers spent their time «preparing» for the Iowa Tests of Basic Skills (ITBS).

In seven essays, Elmore lays out his provocative views on the topics he has spent a lifetime studying, including «scaling up» good educational practice, responding to accountability measures, and the challenge of boosting the knowledge and skills of teachers in the face of obstacles.

This induces teachers to spend more time on cognitively demanding skills and topics.

It is no coincidence then that research has shown students who spend their full K — 12 education career in public schools in states that require collective bargaining with teachers unions earn less money, work fewer hours, are more likely to be unemployed, and are more likely to be employed in lower - skilled jobs than are their peers in states without collective bargaining laws.

Let's invest in developing teachers» assessments skills instead of spending millions of dollars on tests that do not tell us anything new about our children.

For example, both elementary and secondary teachers in Michigan reported spending over three hours per week on comprehension strategies and having students respond to what they read, and slightly more than one - half hour per week on basic skills, such as phonics and word recognition.

The best preschools hire professional, experienced and skilled teachers because they believe that with these teachers your kids are going to spend most of their time, that's why it is important to have your kids in safe hands.

Teaching Matters has spent the better part of two years developing a system of coaching and assessment that's all about determining just what skills are most essential for teacher leaders.

Give teachers fast, detailed data at the concept and skill level so they can spend their time creatively planning and teaching

The second result is that teachers and other educators must spend instructional time, sometimes several months - worth, during the fall to work towards students regaining skills that have been lost, or at best, maintained over the summer months.

Under this model, candidates receive extensive supervised training in an apprentice style of learning, spending 2 full days per week for 2 semesters in the classroom acquiring the necessary skills to become full - time teachers.

This process maximizes instructional time because it ensures that the teacher spends class time on content and skills that students have not yet mastered and strategically distributes his / her time with students.

Shen Jun, Qiangwei's principal, who has overseen its transformation in a decade from a low - performing to a high - performing school — even though 40 percent of her students are children of poorly educated migrant workers — says her teachers spend about 70 percent of each week teaching and 30 percent developing teaching skills and lesson planning.

For example, Rosenshine argued that in addition to teaching knowledge, such as new vocabulary, English teachers should spend time teaching comprehension skills by modelling the habit of regularly pausing to summarise the key ideas in a text.

The school uses a «personalized learning» model in which each student spends a portion of the day (often half a day or more) learning online, and a portion of the day in «workshops» with in - person teachers focused on higher - order thinking skills, high - priority or challenging topics, small - group discussions, and projects.

EPA Student and Teacher Resources Risk Management Game Decision Making Game Teaching Money Management Skills to 6 - 12 graders Federal Spending & Budget Exercises Red Cross «Masters of Disaster» Hydroville Curriculum Project (Problem - Based Environmental Health Curricula) K - 12 Teaching Tools from the National Fire Protection Association NFPA Games and Safety Tips «NEED» — The National Energy Education and Development Project US Government Air Quality Education Agritourism — Safety on Farm Field Trips, Farm Animal Safety Positive Behavioral Interventions & Supports Maryland PBIS Common Sense Media Information on Cyberbullying Home of the Olweus Bullying Prevention Program Safe and Supportive Schools Take the Pledge to Stop Bullying Tolerance.org StopBullying.gov

She has spent her career ensuring equity and excellence in education (P - 20) and is a tireless advocate for ensuring that every student in America has the chance to learn and grow under teachers whose knowledge and skills have been verified through a peer - reviewed, performance - based process.

My other students spend their time with history teachers who have not yet received specialized training to support reading skills.

Preparing General Education Teachers to Improve Outcomes for Students With Disabilities Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabTeachers to Improve Outcomes for Students With Disabilities Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabteachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabilities.

PRI's book Moonshots in Education cites the success of Summit public charter schools in implementing a blended - learning model, where cognitive skills such as writing are taught by teachers, but students also spend 16 hours a week acquiring other skills and knowledge through the use of the school's online resources.

They say they've tried repeatedly to get the message across to teachers that spending time on reading comprehension «skills» won't boost test scores.

Most teachers (54 %) said they spent no more than a few hours developing the skills needed last year.

Faxon - Mills, Hamilton, Rudnick, and Stecher (2013) found that these tests, which typically measured basic knowledge, drove teachers to spend more effort «promoting basic skills while devoting less attention to helping students develop creativity and imagination» (p. 16).

These include a reduction in time spent on testing, the ability for teachers to use their own judgment and expertise to determine what skills their students need to focus on, and an increase in cultural relevancy on the required assessments for students in urban Title I schools like hers (no more questions for city kids about sail boats or babbling brooks!).

The advisory report also recommended a re-examination of the minimum number of days that teacher candidates should spend honing their skills in classrooms.