Sentences with phrase «teach their colleagues what»

When discussing student learning with teaching colleagues what do you base the conversations on?

By challenging associates who perform well with the mandate to teach their colleagues what they did right, firm competencies and values are systematically integrated into associate culture.

Not exact matches

A colleague might ask you whether he should teach a class at a local college; what he really wants to talk about is how to take his life in a different direction.

The reason for this, I'm convinced, is that new faculty — though very smart and well read (and probably better educated than most of their senior colleagues), though religiously observant and already experienced in teaching, though flexible, open and good - humored — have not found a vocation, do not know what purpose they want to serve.

The three best guides to deciding what to teach are your colleagues (either at your home institution or at comparable institutions), textbooks, and Web sites that disseminate curricular material.

He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats.

I'm not placing blame — we all act out of how we were taught and what was modeled for us, and these messages are deep - rooted and all around us — in movies and TV shows, in the lyrics of songs we hear on the radio, in our conversations, sarcasm, and jokes with friends and work colleagues.

Not surprisingly, they and their underqualified secondary colleagues, take the easiest approach and teach «from the book» without engaging students in what mathematics is really all about, which is the formulation and solution of problems.

«Our work, along with that of our colleagues around the world, explores what draws people to teaching or keeps them away — whether it's that traditional idea of wanting to help children or young people, social status, the pay, or other reasons.»

For David Sloane, a doctor at Brigham and Women's Hospital in Boston and an instructor at Harvard Medical School, the best part of his work has to do with what he calls the «teaching moments» — the times when he's helping patients, medical students, and even colleagues understand complex information or new ideas.

The success that my colleagues and mentees achieved provided me a window into what is possible when the behavioral patterns, systemic dysfunctions, and entrenched ideologies that impede progress are faced with a creative, solutions - oriented mindset and a shared vision about teaching and learning.

What did Tennessee teachers in the larger classes make of the situation whereby some colleagues in the same school taught smaller classes at the same grade level?

• Believe in the value of what you are teaching and make sure your students understand why it is important; so preparation is paramount • Show your students you care about their wellbeing and progress; that is your job; there is nothing they despise more than a teacher who doesn't care • Admit when you don't know or when you're wrong; they need to see you're a learner too • Collaboration with your colleagues is powerful support and very rewarding.

He made sure academic and technical teachers talked to each other daily, asked questions about what their colleagues taught and looked for ways to connect and support each other's instruction.

What struck me most about the book was the status of the teaching profession before Shanker and his colleagues won the right to collectively bargain in 1960.

«What's more, students and colleagues at the University of Maryland give Meredith's teaching and mentorship rave reviews, making her return to HGSE a great opportunity for this community on all fronts.»

I'd taught third grade math for many years and could provide tech tools for math instruction, but I couldn't give high - level examples other than what I had observed from colleagues in the field.

You will learn so much from just talking with colleagues about what projects and lessons they are using with their students.I teach at a summer program for gifted and advanced students, where I work with other teachers of gifted in the school district, and I always pick up new ideas and methods from hanging around them.

When I taught high - school social studies, like so many of my colleagues, I required students to write at least three pages a week commenting on what we had read and discussed in class.

Teachers watch a colleague teach a lesson, then debrief together about what they observed both teacher and students saying and doing, providing constructive feedback.

Approximately 1,300 teachers are involved in writing the main exams taken in England and the watchdog now wants to ensure they are not tempted to give their pupils or colleagues any hints on what will appear in the examinations or narrow their teaching to relevant topics.

The excerpt below, taken from my recent book, Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Teachers College Press, 2013), describes what I call Equity Literacy, a framework first used by my super-genius colleague, Katy Swalwell, to describe a kind of literacy youth should learn in school.

So why would an education secretary tell me and my colleagues how to teach and what to teach?

In an interview with my colleague Liana Heitin, she called testing «the most corrupting influence over what it means to teach and what it means to learn.»

Including their insight into what works for students, themselves and their colleagues makes the difference in successfully transforming teaching and learning.»

Teachers in groups using their own video noted overlaps between what they saw their colleagues teaching and what they themselves would soon be teaching, and they gleaned ideas and practices from one another.

Education researcher John Hattie and his colleagues conducted a comprehensive review of student learning outcomes and identified both how much growth is typical and what types of teaching activities optimize student learning.

They shared with peers (including a colleague who would teach that student the next semester) why they chose this student and what had worked.

Learn what your global colleagues at international and American curriculum schools are doing to ensure that advanced teaching methods and high levels of learning are taking place.

This successful group can't imagine teaching at any other level, but they acknowledge that much of what works originated from experience with elementary grades or colleagues.

Alex's work is informed by over fifteen years of professional experience working with and in public schools, and in particular by what she learned from her students and her colleagues while teaching untracked social studies classes at Berkeley High School.

In a recent conversation, a colleague of mine mentioned that what and how he would teach a class would depend on the students he was teaching: he would adapt what he taught to what his students found to be interesting or relevant because he wanted to use history to help them explore and determine their personal and cultural identity.

Teachers who are part of strong professional learning communities feel less isolated, more supported in their day - to - day work, and more confident and satisfied with their jobs.44 Teachers need opportunities to consult colleagues, discuss complex teaching challenges, reflect on their professional practice, and share what works.

Together with colleagues, we'll access, engage, and be challenged through sustained conversation about what matters most — improving teaching and learning experiences, through a lens of equity, to make schools better places for every learner.

«Specifically, we documented how the Mills Teacher Scholars Teacher Leadership Network meetings (a) offered safe thinking spaces that positioned teachers as intellectual professionals who could socially construct knowledge and learn together, (b) allowed teachers to surface and name the complexities and uncertainties inherent to teaching that would undoubtedly arise as they sought to facilitate learning communities at their school sites, and (c) provided guidance for teachers through a parallel process, that is, modeling for them and supporting them in experiencing firsthand what they would be responsible for enacting and scaffolding with their teaching colleagues.»

What difference would it make to you and your colleagues if your professional development included training on how to differentiate different types of learning to enable you to choose the best range of teaching approaches, and to plan for assessing the depth of understanding of the learners gained as a result of your teaching?

Using a google doc, teachers can either share what they're wondering, what they'd like to learn more about and what they're interested in observing or what they're comfortable teaching and would like to share with colleagues.

So what we have to do, I think is create mechanisms by which they can share their practice, help colleagues, help people to think more strategically about capacity building, but you know there are a lot of education gurus out there that don't teach, never have.

Harshman says what he learned from the conversations that emerged while working with his Turkish colleagues, much like his previous experiences in Spain, South Korea, and Japan, has informed how he plans and leads professional development workshops, as well as his own teaching around global education in the U.S..

In what ways have you worked with colleagues to use student assessment data to improve teaching and learning?

«It's really a collective recognition because I can't do what I do without an administration that allows me the professional freedom to try new things, and colleagues that have similar teaching philosophies.»

One key cluster of leader moves in teacher collaborative spaces centers on the teacher leader's creation of a climate where their teacher colleagues experience looking together at student work data as a learning opportunity about what students know and how students think rather than as a critique of their teaching ability.

Palm's recommendations to principal colleagues include a list of what he calls the «TMIs» that differentiate this maker movement approach from traditional teaching.

Lyons, Howey, their #Indie6 colleagues and cohorts — I love what these guys are teaching us as their careers catch fire and throw off new light for everybody else.

My skepticism arises from a number of things including the columnists» lack of evidence or investigation, my own approach to teaching, my research and writing on legal education (both for scholarship and as chair of our curriculum reform committee), and what I see my colleagues at the U of C and in the legal ethics community doing for their students.

Our esteemed colleague Sabrina Pacifici similarly taught me that the best way to reinforce the idea that you may know what you are talking about to the people inside your organization is to come up in their hits in a Google search.

A great way to share that knowledge and meet new colleagues is to teach them what you know in a lunch - and - learn type of setting.

My friend and colleague Dana Dusbiber wrote this for The Washington Post: Teacher: Trump helps us teach respect and empathy by modeling what those things are not