Sentences with phrase «taught in the classroom because»

Evolutionary theory deserves to be taught in every classroom because it is the cornerstone of modern Biology.

Not exact matches

why do yo hate christmas, i mema they teach to love each other, ven other religions, people who offend you and it never asid to obly someten to become christian, just because there is the star of David in my classroom i am not going to become a jwe foro example.

Because I am a faculty member at a small liberal arts college — specifically, Williams College in Williamstown, Massachusetts — I was surprised to get an invitation to give a presentation at the Howard Hughes Medical Institute's Janelia Farm Research Campus in Ashburn, Virginia, an elite, prestigious research institution where no formal classroom teaching occurs.

In addition, because of her deep concern for the environment, Lucero created an outdoor classroom where children are taught how to observe the environment using monitoring techniques.

Because it is true in education that what gets tested gets taught, ATC21S is preparing for the international hand - wringing from low - ranked countries by offering videos of classrooms where the researchers say teachers and students are getting it right.

Because of their synergistic relationship, they decided to combine forces and create Sri Yoga ™, a program that teaches yogic techniques and world view in addition to assisting trainees in finding their own unique voice in the classroom.

We are a better school because of the time they spent in our classrooms teaching all of us the beauty of paying attention to breath, to movement, and to each other.»

My first years teaching were in elementary classrooms (I didn't survey my kids because I feared they couldn't write the kinds of lengthy responses I wanted).

Maggie Culhane, a 10th - grade English instructor, said, «Brainstorming with two other people who are as invested as you are in your classroom — because it is their classroom, too — transforms teaching.

The PZC tackles challenging issues about the kind of teaching and learning that should be done in classrooms all around the world, but is not being done, in part because of the pressure for certain performances on certain kinds of standardized tests, in part because teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.

Partly because of these rigorous expectations, the teaching profession is still universally respected in Finland, and a teaching position is a desirable career, because classroom professionals are acknowledged as a force of enlightenment for the whole nation.

Disrupting our K — 12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom — the way they arrange teaching and learning — is possible.

Students may learn less than they otherwise might while many new teachers who could have succeeded with more support may leave teaching prematurely because of the overwhelming nature of the work and the pain of failing in the classroom.»

• When schools lack expert teachers because of shortages stemming from geographic limitations or attrition, for example; • When expert teachers must serve a wide range of student needs in a single classroom by personalizing learning for each student; • And when expert teachers much teach more than academic content.

Also, it's really important that teachers are trained how to teach effectively in these open - plan classrooms, because that's [going to] look different to when they are teaching in a traditional, enclosed classroom.

Teaching this engagement in today's classroom has to include digital media because it is the conduit through which students are prepared to receive information, and their ownership of content is what will make life lessons stick.

Many teachers shy away from including music in their classrooms because they presume they need musical training to use music as a teaching tool.

However, we understand that because of the changing teaching methods and the use of technology in the classroom that open - plan classrooms may still be desired.

The report identified that there were many teaching courses that were not meeting the national standard and that for us is a huge concern because if students are participating in those courses how can they be reassured that they are going to be classroom ready at the end of that process?

That it is not feasible in a single classroom because of the variation in content needed (in other words, you can't teach the same thing to the whole class), and 2.

«I always wanted to teach students that were like me, the students that teachers overlooked because they weren't the type who excelled in traditional classrooms and who maybe thought they couldn't survive the rigors of a college education,» he explains.

My second choice was a course about literature in the classroom, and while this would have been a great course to have under my belt, I chose the STEAM course because this concept was not popular or taught while I was working on my degree.

A compatibility effect — some teachers, even though they've gone through all their training and have spent time in classrooms, discover initially that they don't feel very compatible with the teaching that they get to do, so that's a personal choice and not necessarily because of the lack of support of a school, if that's the case.

A builder of tree forts since childhood who trained in architecture and design, Pilloton moved into teaching because she «knew there were things about architecture and design that could have a deep impact in the classroom.»

Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place... [W] e need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life.

More than one - third (36 per cent) of teachers say they know that technology can fundamentally improve results in schools, but nearly half (46 per cent) rarely use the technology in their classrooms, primarily because they don't know how to effectively integrate it into teaching and learning.

Because Minecraft has such open possibilities and potential, teachers have been experimenting with different ways to use it in the classroom for a while now to teach math concepts like ratios and proportions, while others use it to support student creativity and collaboration.

James, a new - trainee with Teach First, said: «I wanted to be a teacher because I wanted to change lives, but still I felt extremely nervous about the idea of being personally out in the classroom.

Yvonne Bender: Throughout my teaching career, I mentored many talented teachers who were disillusioned and frustrated during their first year in the classroom because they weren't properly prepared for the realities and demands of their new profession.

Diana from Massachusetts noted, «This was definitely a worthwhile experience because I learned so much about something that can not simply be taught in a classroom.»

When I taught high school science as a TFA corps member in New Orleans, the science classroom next to mine was staffed midyear with a former band instructor because the school could not find a qualified science teacher to take the job.

Because the videos are chosen based on specific district and educator needs, the Teaching Channel video content is directly applicable to classroom instruction, resulting in more observable immediate results.

Although the transfer from the camp setting back to their classrooms seemed to work well for the teachers, because the two settings were different, some teachers may have had more difficulty in applying course concepts, such as Hannah who taught small group ESL instruction.

However, if the struggling students are taught only in pull - out groups (and Second Step is not provided for the whole class at Tier 1), students often don't use the skills because neither the teacher nor the other students in the classroom will help reinforce the skills if they have not been exposed to them as well.

«There are so many beginners in the classroom today not only because of greater demand for teachers, but because so many teachers in existing jobs are leaving before they become accomplished educators,» wrote Carnegie Senior Associate Susan Headden, author of «Beginners in the Classroom: What the Changing Demographics of Teaching Mean for Schools, Students, and Society.»

However, I think growth is important because ALL students (high or low) need to be taught in a classroom.

In terms of changing my overall perspective on teaching reading and writing, the videos reinforced and clarified my view that each classroom situation is unique, because all students have different experiences and think about the world in different wayIn terms of changing my overall perspective on teaching reading and writing, the videos reinforced and clarified my view that each classroom situation is unique, because all students have different experiences and think about the world in different wayin different ways.

Because the six professional studies aspects were already closely related to each of the preexisting college - based assessment tasks, the portfolio process tended to lead students to select artifacts from their course work, which represented teaching in the abstract rather than to identifying evidence from their own classroom teaching.

I Am Because of You Join Adolph Brown on an engaging journey of teaching and learning excellence as he celebrates the unique opportunity adults have to make a meaningful, lasting difference in the lives of students — students who deserve the highest quality education in every classroom.

Even when teachers are fired, it's seldom because of their classroom performance: A 2009 expose by this newspaper found that only 20 % of successful dismissals in the state had anything to do with teaching ability.

«There's a tradition of teachers who are really excellent exemplars in the classroom of saying, «I don't want to be a principal because it has nothing to do with instruction,»» says Linda Darling - Hammond, a leading authority on education policy and the teaching profession.

In many settings, students may have fallen behind academically because their special education teachers — educators in self - contained classrooms — have not been able to teach the general education curriculum, either because of students» behavioral or functional skills issues or because these teachers do not have enough experience with the breadth of the general education curriculuIn many settings, students may have fallen behind academically because their special education teachers — educators in self - contained classrooms — have not been able to teach the general education curriculum, either because of students» behavioral or functional skills issues or because these teachers do not have enough experience with the breadth of the general education curriculuin self - contained classrooms — have not been able to teach the general education curriculum, either because of students» behavioral or functional skills issues or because these teachers do not have enough experience with the breadth of the general education curriculum.

Usually, boys and girls are taught separately, and because students in juvenile detention can be anywhere from 10 to 17 years old, different grade levels are represented in each classroom.

Yet, because changes in assessment affect our entire education system and infrastructure, from state agencies to test makers to federal officials to classroom teachers, we won't see the real benefits from technology - enabled assessments — improved teaching and learning — without careful attention from policymakers and deliberate strategies to create change.

Kristi Walton is an award - winning veteran teacher from New Orleans who sees her local roots as an asset to her teaching; she thinks she's better in the classroom because of them.

State authorities acknowledged that this might lead to «teaching to the test,» but asserted that this wouldn't be so bad because the test would be more high - level and authentic and would prompt desirable changes in the classroom.

«I think we have to be judged by how well the kids do in our classrooms, because that's the nature of teaching.

«Every year I was in the classroom in some way,» said Miller, which is especially important because critics of teacher preparation programs usually point to the fact that in traditional schools of education, students often don't get to teach in a classroom until their senior year — a point in time when students find out too late that teaching may not be for them.

Anecdotally, many of the professionals I meet in my work at CT3 who left the teaching profession did so not because of school leadership, students or salary but rather from not feeling supported in the classroom and instead, isolated.

Unfair, inappropriate and discriminatory because the Common Core SBAC test fails to measure what has actually been taught in the classroom, that the SBAC test is based on materials that is more than two to three levels above grade level, that the SBAC test pass / fail score is calibrated to fail the majority of public schools students and that the SBAC test is particularly unfair because it discriminates against those who face English Language barriers or need special education services.