Sentences with phrase «teach upper elementary students»

Prior to joining Schools That Can Milwaukee, Isral taught upper elementary students at La Causa Charter School, initially as a Teach For America corps member and later as an after - school tutor and long - term substitute.

Not exact matches

Science Teachers Learning through Lesson Analysis (STeLLA) is a professional - development program for upper - elementary school science teachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching practice.

In an experiment with 48 teachers and 1,490 upper - elementary students, STeLLA improved science teaching and science content knowledge among students and teachers (Roth et al., 2011).

Teacher / Student Communication Cards (communicate with students over a variety of issues from break requests to fire drill alerts to behavior redirection) Emotions Cards (teach or communicate emotions using visuals of diverse upper elementary students)!

If you teach the upper elementary grades or middle school, chances are your students will enjoy the movie Hoot.

With 20 years of experience, Clare Forseth, a 5th - and 6th - grade mathematics teacher at Marion Cross School in Norwich, Vt., could be expected to be fairly certain about how she teaches math to upper - elementary students.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

In urban schools learning is offered in disconnected jolts.The work of the day is unconnected with the work of preceding days or subsequent ones.Life in urban schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the upper elementary grades), everything students are taught must be compressed into isolated periods of «stand alone» days.Teachers and principals, as well as students, survive one day at a time.

Every upper elementary and middle school teacher that is teaching acceptance needs to share this book with his or her students.

Whether you teach primary or upper elementary grades, your administrator is counting on you to teach your students to quantifiably improve in writing this school year.

His teaching shaped my lasting belief in the power of great teachers, especially in the upper elementary years when students are old enough to be ready but still young enough to be molded.

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