Sentences with phrase «such classrooms need»

Without having opportunities to engage in conversation about what makes a classroom effective, how such classrooms need to operate to be effective, and how they can contribute to that, it's likely that many students would feel uncomfortable because of uncertainty about how things work.

Not exact matches

Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good behavior, scores, or attitudes (grades simply are not enough of a motivational tool).

With such a wide variety of products available for your child to use throughout the school year, help you organize your home, and restock your child's classroom, SchoolSpecialty.com makes it easy to have a successful school year thanks to easy to use website that puts competitively priced products you need and want at your fingertips for home delivery.

In the case of severely food allergic students, a FAPE usually includes the provision of «related aids and services» such as administration of medication, changes to the classroom environment, menu substitutions, or other health - related needs that require attention during the school day.6

A letter (see example below) to other parents explaining food allergies and any necessary accommodations (such as a nut - free classroom) needs to be sent home.

The initiative, which has so far cost $ 386 million, centers on equipping schools with resources to better deal with students» needs outside of the classroom, such as medical and mental health services.

Some of the excellent new teachers the nation needs, Vasquez noted at a Washington, D.C., briefing, could be postdocs attracted into the classroom partially by a desire to pass on the excitement of science but also by new programs that could provide incentives such as higher pay and opportunities for continued participation in research.

Yes, for such jobs you do need excellent research credentials, but if you want your application to stand out from the hundreds of others, maybe it makes sense to hone — and then sell — outstanding classroom skills.

• Relevance: Students have the opportunity to connect a current activity to previous in - classroom experiences, such as science investigations, and to their lives outside the classroom, such as a need they perceive in the community.

Our teachers need to feel more comfortable with tablets and phones, how to use them to engage pupils and, as such, we need to be able to demonstrate how learning takes place outside of the classroom as well as inside it.

One need not look to superstars such as Mark Zuckerberg or Bill Gates to justify reasons for using code and programming logic in the classroom.

While experts such as Santos recommend that ELLs be integrated with native English speakers in regular classrooms, San Francisco International High School teachers say that for many older newcomers, a school devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic content.

An example of such a lesson entails finding out how many hours of sleep the children in your classroom need based on their age.

Keys to a «dyslexia friendly» classroom include the removal of any necessary barriers to learning and enhancement of strengths; the determination of all individual learning needs, and teaching in such a way that these individuals can learn from.

Responding to an Eisenhower National Clearinghouse Poll, 26 percent of teachers said they spent money on such supplemental materials as videos, software, learning kits, and activity books; 25 percent bought basic needs such as pencils, paper, bandages, facial tissue, and food for hungry children; 22 percent purchased art supplies or science materials; 21 percent bought trade books to enrich their lessons and classroom activities.

This often means people airing their concerns, such as, «I feel we need more opportunities to develop our leadership, as well as classroom teaching, and at present, this model doesn't offer this.

Such access may now be considered limiting as teachers and pupils need Wi - Fi access in classrooms.

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.

In addition to the cards, you will need commonly found classroom resources, such as 2D and 3D shapes, dough, pegboards, craft supplies, etc..

Teachers need to learn simple techniques such as settling their classrooms in the hallway, you need to be able to manage that movement into your classroom, give clear directions.

They need also to be prepared to have the class practise the basics such as that orderly entrance to the classroom until they can do it well.

Nearly all classrooms (97 percent) have one or more computers, but half of the nation's teachers say they need training to better integrate technology into classroom instruction — and such support is unevenly distributed across schools.

Giving the student the ability to adapt his or her needs around a maths, science, or language problem enables a more holistic, needs based paradigm of learning — one that is starting to be used outside of classrooms, in areas such as health and social care, in wellness and mental health.

Most likely, it will mean that we need fewer flesh - and - blood teachers sitting in the classroom with Johnnie and Susie — though we may need more aides and tutors and such to provide face - to - face explanations, pats on the back, and (when needed) stern looks and reminders to remain on task.

Initial uses are «down - market,» that is, geared to simple needs and impoverished settings, such as a computer in a classroom that lacks reference books.

While never replacing eLearning and the classroom we do need to «Think outside the course (TOTC)» and integrate support tools, such as mobile, into the learning ecosystem (even within the classroom!).

Of course students with any kind of unique needs must have them met, be it through different materials, modifications in the learning environment, specialized tools or devices, or alternative teaching strategies, but such services are possible within inclusive classrooms that are adequately staffed and supported.

Emerging market classroom issues such as low connectivity, minimal bandwidth, lack of hardware, limited electricity, and lack of teacher training need to be at the top of your agenda as you craft your solution.

The Commission will examine state and local policies to increase parent and family engagement, including: how the school calendar meets the needs of students and families to optimize engagement such as parent - teacher conferences and half - days; district and school - level policies to address student attendance issues; access to information regarding teacher effectiveness; and parental involvement in school policies such as placement of students in low - performing schools and in the classrooms of ineffective teachers.

This also why I think it is almost impossible for general classroom teachers — who is tasked with meeting the needs of students on all academic levels - to successfully meet the needs of their gifted students, and therefore, should not be expected to meet those needs without the help of a specialist such as resource teacher or they must be provided the proper training.

The model was developed for rural schools because Colbert and her cofounders recognized that children in these communities have unique circumstances surrounding their schooling, such as the need to leave school during harvest season to work the family farm or single - classroom schools that serve many grade levels at once.

If you are paying high salaries, or recruiting extra staff or consultants to ensure that you can cover all of the skillsets needed to support your school, then you may find that elements of co-sourcing or even outsourcing your ICT support to a partner such as RM will prove much more cost effective, and allow you to focus more resources into the classroom.

Connections to data from other agencies that serve students, such as child welfare systems, help schools and educators better support students most in need of extra assistance by identifying their needs outside of the classroom.

Such practices place children with special needs in the same classroom with children without special needs, improving every student's education by allowing them to appreciate and support each other's differences.

Equipped with tools such as rubrics and instructional videos, teachers are encouraged to customize the course to meet the needs of their unique classrooms.

«I applied to TIE because I felt it could provide me the opportunity to build the skills and knowledge needed to improve on creating such a classroom experience,» he says.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

Discussing the need to be competitive on teacher pay to retain teachers, Clark pointed out how an Opportunity Culture helps great teachers stay in the classroom while making much more money, using such models as Multi-Classroom Leadership and Time - Technology Swaps.

One large classroom at Cherryland is set aside for free Parent University classes based on what parents need and request, such as English as a Second Language, GED preparation and Zumba.

Title I was created to help these schools better serve their students by providing school - wide services and whole school reforms tied to raising student achievement, such hiring additional teachers and classroom aides; improving curriculum; enhancing parent involvement; or extending learning time for students who need extra help.

For highly gifted children, whose needs are particularly difficult to meet solely within and age - graded heterogeneous heterogeneous classroom, such trends spell unusual difficulty for them and for their families and schools.

to tell teachers who «strongly, strongly disagree with the union position on teacher tenure, on merit pay, on merit promotion, on classroom size» that they need to pay the union to advance such positions.

During arguments, Justice Anthony Kennedy, the swing vote, said it made «no sense» to tell teachers who «strongly, strongly disagree with the union position on teacher tenure, on merit pay, on merit promotion, on classroom size» that they need to pay the union to advance such positions.

A school district does not need a reason (such as tardiness, or poor classroom performance) to non-reelect, and most districts never disclose a reason.

In addition, teachers may need extra space in their classrooms to store students» portfolios or expensive equipment such as video cameras.

Though she later told JCI she was sympathetic to the idea of the state's need to take additional measures to help teachers rated in less affluent, urban districts such as Jersey City, which tend to have tougher classroom environments, parent Gina Po told the round - table it really can't let them off the hook.

Although each student enters the classroom with different needs and experiences, Tomlinson shows that the proper response to such diversity helps students «discover the power of knowledge to reveal, amplify, and develop the best that is in them.»

Preservice teachers who may have had negative or poor experiences with online or distance learning in the past would certainly have preconceptions that need to be addressed through field experiences specifically for VS. Moreover, changes in roles in virtual classrooms, such as the complementary roles of the VS teacher and the VS site facilitators can not be observed in traditional field experiences.

Time also needs to be built into teacher professional development opportunities to discuss and share ideas and concerns about technical and classroom management issues, such as location of equipment and supervision.

Professional development needs to be provided for teachers who may not be comfortable engaging their students using new technologies such as discussion boards in their classrooms, in open discussions of difficult issues (e.g., slavery), or in examining how the video portions of a VFT act as historical sources with values and perspectives from the present as well as the past.