Sentences with phrase «specific kinds of teachers»

Many workshop leaders prefer very specific kinds of teachers, but don't always share this in the workshop description.

Not exact matches

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:

I study a specific kind of new technology — computer aided instruction (CAI)-- which is software designed to provide one - on - one tutoring to students, with the computer acting in the role of the teacher.

This article will take a slightly different — and more integrative — approach to the topic of supporting all kinds of learners, by investigating not necessarily specific techniques, but five essential traits, skills, and abilities that allow teachers to work in a diverse classroom.

Rather than conceptualizing this model as a «program» or specific kind of meeting, teachers should think of a PLC as an «ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve» (DuFour 2006).

Look for the use of underlining to find a discussion of how an insight applies to a teacher leader with a specific kind of release time from classroom teaching.

At Summer Heights, examining the current landscape involved creating a visual representation showing all classrooms in which special education teachers and general education teachers worked, with arrows indicating which kinds of educators pulled students from which specific classrooms for services.

We surveyed teachers from every kind of teacher preparation program, and a majority felt they were not prepared for the realities of the classroom regarding specific student populations.

The assessment items teachers select should be geared to diagnose specific kinds of learning so that teachers can discuss any misconceptions students still hold after instruction and recognize patterns among students (Fisher, Grant, Frey, & Johnson, 2007).

Nearly 60 percent of teachers said they believe content - specific professional development is helpful but only 23 percent of teachers surveyed received more than four days of that kind of development the year prior to the study.

«Now for something completely different» — This reaction is seeing completely new and unrelated kinds of learning that will be afforded for students, such as technology - specific learning objectives that do not connect with curriculum standards or the existing strengths of the teacher's instruction.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software