Sentences with phrase «teach to standards without»

Good teachers can teach to standards without sacrificing student interest.

Not exact matches

According to the national economics standards, students should be taught only the «majority paradigm» or «neoclassical model» of economic behavior, for to include «strongly held minority views of economic processes risks confusing and frustrating teachers and students, who are then left with the responsibility of sorting the qualifications and alternatives without a sufficient foundation to do so.»

On the other hand, when teachers possess the authority of qualified experts in learning and in the guidance of learning, and when they are organized into strong professional bodies which faithfully exercise responsibility for high professional standards, they can freely teach with sole regard to individual aptitude and need and without fear or favor in respect to social class.

«The Chief Inspector is right to send a clear warning about the Government's obsession with further structural changes as being the way to raise standards for pupils; what matters is creating the conditions in which teachers can focus on teaching and learning, without unnecessary and wasteful distractions.

So when the management of the British Wheel of Yoga recently decided to work on a «national occupational standard» for yoga teaching with a quasi-governmental body without consulting either Yoga Alliance UK, the Independent Yoga Network, the Traditional Yoga Association or the National Council of Hindu Temples, they provoked an almighty row that's still ongoing.

It's insidious in that when people come to consider teaching, they see that teacher salaries are becoming less and less competitive and we know you can't raise standards without attracting the best people into teaching.»

I wonder if you have ever struggled with trying to interpret the ACTFL National standards without going back to the usual ways of teaching World Languages?

Educators in Fowler find that not only do these projects get kids interested in learning but they're also, says Hodges, «a great way to teach the standards without having to rely exclusively on book, pencil, and paper lessons.»

In fact, she has been teaching to those standards for the past two years without realizing it.

In teaching, the student may know a standard of learning, without knowing the answer to a rest question bc it isn't tested in the same way it was taught.

«Inspectors should not grade an aspect such as teaching, unless circumstances are exceptional, without considering the broad range of evidence that they can gather during a visit to a lesson — for example, the behaviour of the students and how well they are managed, subject knowledge, the standard of work completed in books, the quality of marking and so on — and use this to come to a view about what teaching is like for those students and its impact on their learning over time.

The new standards coincide with a decision by the National Board to enable teachers without a bachelor's degree to pursue CTE certification, unless it is a requirement of their state teaching license.

If CIITS were to be discontinued, districts would still have to submit all of the data that CIITS collects for PGES and would still have to teach and assess the Kentucky academic standards without IMS system's help, Floyd said.

When it comes to teaching first - grade students the common core standards of mathematics, there's no better way to practice than with worksheets geared toward repeatedly applying the same basic concepts such as counting, adding and subtracting without carrying, word problems, telling time, and calculating currency.

Although many Kentucky educators praise the Common Core for its back - to - basics approach in the elementary years and increased rigor, the poor results have raised concerns about whether it was fair suddenly to ask students to do harder work without properly teaching them foundational skills and whether schools have enough resources to implement the new standards faithfully.

Can we teach to standards and still be responsive to learners (standards without standardization)?

The goal of standards - based reform efforts is to change teaching because without new approaches to teaching, most students» learning will not improve (Cohen, 1995).

If the objectives missed are related to TLR responsibilities, argue that there should be flexibility in relation to pay progression - other teachers without TLR responsibilities would have progressed if they had achieved the same standards (or maybe even lower standards) on classroom practice and achievement by students taught.

Excel Math allowed me to effectively teach math at two grade levels... without it I don't know how I would have hit all standards and provided the review and practice the students required to succeed.

If districts and schools continue to teach to grade - level standards without remediating learning gaps and increasing proficiency levels, many students will continue to struggle accessing grade - level work as they progress through high school courses.

These assumptions, plus the pressures of teaching a year's worth of grade - level math standards to 30 or more students, can often lead to a situation where we are trying to move through a breadth of mathematical concepts and skills without ever pausing to focus on depth.

I hear that you want to make an informed for - yourself opinion about the standards and that is noble... I hear you wanting to teach without having to «waste time» on politics and that is why I strongly recommend that you reread what has been said here and on blogs like Diane Ravitch.

Some schools started teaching the standards to the youngest grades first, giving teachers and students time to adjust without the pressure of standardized exams.

While she agrees that standards can help shape better teaching for all students, she warns that without careful attention to professional development and the impact of a school's «culture» on change efforts, standards could further penalize students who are already overlooked and underserved.

I think the teachers, the parents... have become so frustrated with standardization, and with top - down accountability and being told what to do without being given the resources to do it, and having testing before teaching, that they've gotten so frustrated that they just don't trust the transition to standards anymore.

Some cited ways to bring people of color into the teaching profession in Connecticut without lowering standards and expectations for them.

And so I can't help but emit some combination of a chuckle and a groan at the reaction to the SUNY Board of Trustees Charter Schools Committee's decision yesterday to permit charter schools to hire teachers without the standard year of coursework and promise to complete a Master's degree but, instead, have 160 hours of instruction in behavior management, lesson planning and other skills; have 40 hours of supervised experience in the field; and pass one exam designed to test strategies for teaching students with special needs and English learners.

She argues that without fundamental change in government and business policies and the redirection of major resources back into the schools and the communities they serve, urban schools are consigned to failure, and no effort at raising standards, improving teaching, or boosting achievement can occur.

By allowing teachers on any permits or certificates to teach without passing required state licensing tests, Texas puts the instructional needs of students at risk in favor of accommodating adults who may be unable to meet minimum standards.

Without this understanding, educators may default to their own interpretation of a standard or teach to a publisher's interpretation of the standard based upon the curriculum being used, without alignment to the rigor and complexity of the summative asseWithout this understanding, educators may default to their own interpretation of a standard or teach to a publisher's interpretation of the standard based upon the curriculum being used, without alignment to the rigor and complexity of the summative assewithout alignment to the rigor and complexity of the summative assessment.

This is a nice «problem» to have, but for the teachers and administrators tasked with bringing the standards to life, the wealth of resources can appear daunting without a system for deciding locally how best to teach and assess the standards in the classroom.

They have to be able to concentrate on their core functions of teaching and improving standards further without more distractions.

2.10.2 Intellectual freedom includes: (a) the rights of all Staff to express opinions about the operation of the University and higher education policy more generally; (b) the rights of Staff to pursue critical open enquiry and to discuss freely, teach, assess, develop curricula, publish and research within the limits of their professional competence and professional standards; (c) the right to participate in public debates and express opinions about issues and ideas related to their discipline area; (d) the right of all Staff to participate in professional and representative bodies and to engage in community service without fear of harassment, intimidation or unfair treatment; and (e) the right to express unpopular or controversial views, although this does not mean the right to vilify, harass or intimidate.

They are taught a series of check - boxes a potential employee should have, a one size fits all industries standard, and without questioning if the boxes even apply they try to fit all employees into them.