Sentences with phrase «teacher focused on the students learning»

Is the cooperative activity the best way to have the students master the content material or is the teacher focused on the students learning cooperative skills as well as the academic content?

Not exact matches

The increase in funding will help ensure that students, teachers and school district staff can focus their energy on teaching and learning.

By focusing on the day - to - day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.

We often report on the struggles of Common Core Learning Standards in the classroom, but in this Focus on Education report WBFO»S Eileen Buckley takes us inside JFK Middle School in Cheektowaga to hear about how educators and students are embracing it successfully and how future teachers are gearing up for the challenge.

«Joel misses the essence of teacher - student interactions, and the extent to which teachers focus on students» physical and emotional well - being, in addition to their academic learning,» said Eric Nadelstern, the former New York City deputy schools chancellor and visiting professor of practice at Columbia University's Teachers teachers focus on students» physical and emotional well - being, in addition to their academic learning,» said Eric Nadelstern, the former New York City deputy schools chancellor and visiting professor of practice at Columbia University's Teachers Teachers College.

Cola has focused on public engagement on many fronts, working to inspire K - 12 students and their teachers to learn about the latest research in nano - and energy technologies.

To support the development of young students — particularly in low - income schools, which are at risk for having less effective teachers and less engaged students — researchers are looking to classroom interventions focused on social - emotional learning.

The main focus of the study was on the interaction between the teacher and students in various technology supported learning environments.

Let yourself settle into a supportive retreat setting with a «sangha» of yoga teachers and serious students from many different parts of the country, and focus on learning more about the art of teaching and practicing this yoga we all love so much.

Our Astanga - inspired, athletic, vinyasa classes are all building on a theme — every month, we have a specific focus that our teachers use to inspire their sequences — which gives students the chance to learn more about a posture or major tenet of the practice in a uniquely consistent way as each of our teachers approach that focus or theme in his or her own way.

Teacher Trainees in this course will: • clarify their ethics as a yoga teacher • create both a Kundalini class series and a Dream class series • teach in small group sessions with colleagues • learn to maintain a focus on Light and build an adjustable class framework to meet students»Teacher Trainees in this course will: • clarify their ethics as a yoga teacher • create both a Kundalini class series and a Dream class series • teach in small group sessions with colleagues • learn to maintain a focus on Light and build an adjustable class framework to meet students»teacher • create both a Kundalini class series and a Dream class series • teach in small group sessions with colleagues • learn to maintain a focus on Light and build an adjustable class framework to meet students» needs.

Students learn so much during the teacher training process, it's hard to know what to focus on while you are studying for your final test out.

The tendency is to focus on what the teachers are teaching and their techniques, but when we videotaped classes, we saw a dynamic learning environment in which students were constantly sharing.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Instead of a top - down approach, the teacher has proceeded from the bottom up, putting the focus on each student to be the agent in the learning process.

This shows that standardised testing of schools and subsequent rankings are not needed, as schools and teachers are professionals focusing on the learning of all students.

Benefits: Greater accountability; Drawing teachers focus on what skills need to be taught; Identification of students who have not reached expected benchmarks in reading and numeracy, supported by evidence and data; Improved preservice teacher training and teacher professional learning.

Two leading educators have told Education Matters that the key to engaging high school students with STEM (science, technology, engineering and maths) is through teachers, and have called for a greater focus on professional learning.

Previous conferences focused on themes of Australian Curriculum, Teachers driving school improvement, and Improving assessments of student learning.

«The Queensland Government is committed to ensuring state schools are equipped with high quality admin and support staff so that principals and teachers can focus on maximising student learning outcomes,» Jones said.

As a result of their mindset shifting, teachers like Mrs. Cox are able to focus on their true passion, which is helping students learn by planning the «how» instead of the what, when, or why.

Initially, the 1:1 course would focus on helping every student and teacher learn to use an iPad, alleviating some of the support tickets assigned to the IT department which, at the time, consisted of three individuals.

Glenn Finger, Professor of Education and Dean (Learning and Teaching) of the Arts, Education and Law Group at Queensland's Griffith University said the report highlights the need for an evidence - informed approach which focuses on teacher education students learning and demonstrating approaches which improve student lLearning and Teaching) of the Arts, Education and Law Group at Queensland's Griffith University said the report highlights the need for an evidence - informed approach which focuses on teacher education students learning and demonstrating approaches which improve student llearning and demonstrating approaches which improve student learninglearning.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

My work has focused on developing engaging math and science curriculum, team teaching, supporting teachers as they grow in their expertise and area of interests and most importantly, cultivating a culture of curiosity where my students see themselves as authors of their own learning.»

If we keep the focus on the relationship between student and teacher the learning [will] link in with the best of technology

James, a teacher researcher focused on effective learning and teaching, suggests four collaborative - presentation tool technologies for engaging students with course material in and out of class: myBrainshark, PosterMyWall, Screencast - o - matic and Padlet.

This allowed our teachers to focus more time on student learning and «how» to respond if they are learning or not.

By having these things in place before the project starts, students can focus on the making, and by planning multiple formative assessments for the project, teachers are able to see how their students are doing and how they might make adjustments to better suit their students» learning.

At the moment, teacher education programs are more focused on teaching new teachers how to teach (process) than how to promote student learning (outcomes).

Although the focus of MESA is squarely on students, this is also a learning opportunity for teachers.

While the rationale is perhaps a bit misguided (some evidence suggests that our students already experience as much instructional time as their peers ~ and other research confirms that teachers in the United States spend more time on instruction than teachers in other nations do) ~ there are certainly reasons to focus on the issue ~ not least of which is the summer learning loss that disproportionately impacts our nations most disadvantaged youth.

Teachers» time and resources would be better spent on focusing on providing timely and specific feedback to students as there is strong evidence which shows this has an impact of eight months» worth of learning progress (Evidence for Learning,learning progress (Evidence for Learning,Learning, 2017b).

That may seem on the surface unnecessary in today's standards - based environment, but I've found that teachers and students often focus solely on learning activities and are largely unaware of or unconcerned about what students are supposed to be learning.

Students and teacher teams focusing on learning deeply have the force to achieve learning beyond the traditional education dam and shoot out over the spillway to not only understand the torrent of available knowledge, but to also add to it in phenomenal ways.

Implicit in the prior discussion and Figure 1 are strong reasons for schools to focus on skills rather than dispositions: Skills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genetics.

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.

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

Using arts in the classroom will free students to look at content from different perspectives while clear communication from the teacher in the beginning and continued dialogue through the process will ensure student focus on learning goals.

How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is often collaborative in nature and focused on improving instruction, and a framework of clear learning standards, regular student assessment and well - aligned curriculum.

The power of blended learning — to let students learn individually paced basics online, so teachers can focus on personalized, enriched face - to - face instruction — can bring excellent teaching to more students, and enable all teachers to earn more.

It appears likely that there will be more room for teachers to focus on deeper learning by working with students on higher - order skills and the application of knowledge in rich projects.

Under «Preventive and Reactive Classroom Environment,» teachers receive the top score if they «provide effective management procedures with a comprehensive focus on student learning,» but receive the lowest score if they «react to disciplinary incidents after the fact rather than trying to prevent them.»

Focus on Student Learning is a series of teaching resources created to support teachers and save them time.

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation teacher compensation system.

The effective programs Ingvarson, Meiers and Beavis looked at provided opportunities for teachers to focus on what students were to learn and how to address any problems they might encounter.

This inspirational CPD session is designed for new and developing teachers that would benefit from focused discussion, time to reflect on their own practice, and a chance consider effective strategies that will enable them to ensure ALL students are learning and making the progress they are capable of in their lessons.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

Tracey Mackin, Director of Curriculum and Pedagogy, adds: «Quite early on we latched onto the recognition that if any report is going to have any value for students across multiple year levels... it needs to be focused and specific enough to prompt questions, and to get the student talking to the teacher, or their parents, about what they might need to support their future [learning].

This initial planning will free up time for teachers to focus on data analysis and personalize the course for real - time adaptive adjustments based on students» learning path.