Sentences with phrase «teacher instructions too»

, I have included teacher instructions too.

Not exact matches

For the most part, feedback from teachers cited concerns about rodents and bugs, too much going on [in the classroom], spills, and taking away from instruction time.

If being around other pregnant women who haven't experienced loss is too hard, see if you can find a teacher who can give you private instruction, whether this is for yoga or birth.

But too often, teachers are worried about how they are being evaluated, spending too much time on projects that don't have clear objectives to support instruction, or putting on a show for observation day.

The Hidden Side of Strategic Vocabulary Instruction Using only direct instruction to teach vocabulary can over ¬ whelm you as a teacher and be too shallow an approach foInstruction Using only direct instruction to teach vocabulary can over ¬ whelm you as a teacher and be too shallow an approach foinstruction to teach vocabulary can over ¬ whelm you as a teacher and be too shallow an approach for students.

Classroom noise, illness, confusing instructions by an inexperienced teacher, too much help from the teacher - coach - these and many other elements can confound the measurement.

A number of states are working on ways to make online courses and tools also available to help traditional classroom teachers supplement and enhance their instruction too.

All too often, teachers attempt (or are required) to modify their instruction because of student learning styles, to account for right - brain or left - brain dominance, or because content is developmentally inappropriate.

Our belief is that taking the [Arizona state test] and an additional test takes too much time away from the most important effort to improve a student's education which is teacher instruction.

How Sharing Control of Learning with Students Make Differentiation Better Too often, differentiation (especially when it's called differentiated instruction) places nearly all of the responsibility and work for differentiation in the teacher's court.

Many teachers report that the instruction they receive in technology integration, whether online or face - to - face, is still too focused on learning how to use the software versus integrating it into the teaching and learning process (NEA, 2008).

Del Terzo, who is coordinating the course, says it's too early to gauge the impact of WIDE World courses on classroom instruction or the learning culture in schools, but she reports high teacher enthusiasm.

During his first five years as chief of Boston schools, Payzant focused the district on literacy instruction, creating a new team of literacy coaches who worked with classroom teachers in a small set of schools, using money freed up from an «audit» of professional development endeavors that revealed too many disparate efforts around the district.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

«American teachers are told that their workday is too short, that not enough time is spent on instruction, and that their summer vacation is too long,» the report by the American Federation of Teacheteachers are told that their workday is too short, that not enough time is spent on instruction, and that their summer vacation is too long,» the report by the American Federation of TeachersTeachers says.

Just as students» fundamental ideas about content must be surfaced, challenged, and reconstructed, so too for teacher leaders as they develop their fundamental understanding of instruction, content, and leadership.

Some preservice teachers made decisions to adjust instruction when an app was either too difficult or not sufficiently challenging in relation to students» content knowledge and skill level.

The school administrators and teachers, too, can access their own data and build their own reports so they can monitor their students» progress and make real - time adjustments to their instruction.

Far too many of the nation's schools are organized in precisely the same way: 180 days (or, in Oregon's case, 170) of instruction, summers off, class of 25, teacher in the front.

Teachers must justify a certain amount of hours each week of literacy and mathematics instruction, and their planning time, too, is often dedicated to those subjects.

Examples of teacher - centered instruction observed during this study included image analysis, reading aloud from supplemental text (e.g. Philip Hoose's, 2001, We Were There, Too!)

Recent experience underscores that investing in better school leadership could make economic sense, too - not only because of what principals can do to boost instruction and student achievement, but because of how leadership can act as a magnet for drawing talented teachers to high - needs schools.

For example, classroom teachers might think that reading and math instruction must be the top priority, but physical education and music teachers will likely want sufficient time too.

I believe this work burden isn't so much because it's too much, but more from all the other assessment and instruction burdens we place upon teachers that hinder them from doing what's best for students.

-LSB-...] teachers to know if instruction is working and how students are doing, there is also a danger in too much testing.

If too many students are chronically absent, it slows down instruction for other students, who must wait while the teacher repeats material for absentee students.

Too often, teachers in public schools do not have the time to get to know their students or tailor their instruction to students» interests.

Other times teachers spent too much time discussing the format of the test, letting 15 or 20 minutes of class time elapse without any math instruction whatsoever.

Three out of four elementary teacher preparation programs still are not teaching the well - founded scientific methods of reading instruction, and candidates all too often are told to develop their «own unique approach» to reading instruction.

Far too many teachers see instruction as a series of boxes to be filled, moving from chapter to chapter, lesson to unit, quiz to test.

Although some testing in schools is necessary in order for teachers to know if instruction is working and how students are doing, there is also a danger in too much testing.

Even with the gamesmanship by states, No Child's accountability rules have shown that far too many schools are dropout factories, failure mills, and warehouses of mediocrity; that far too many teachers are not capable of providing high - quality instruction; that school leadership at all levels is often abysmal; and that the fierce urgency of right now is not only necessary, but paramount to helping all kids get the education they need to fulfill their potential.

However, their time to work directly with teachers on issues of instruction was more limited than district - hired coaches» time because they had too many disparate jobs.

Some DC education activists, teachers, and parents are concerned that standardized testing and test prep are taking too much time away from instruction.

Another problem is that the results of high - stakes standardized tests given in the spring don't become available until the following school year, when it's too late for teachers to use them to guide instruction.

The results come in too late and are too vague to help a child's teacher differentiate instruction.

As such the Institute aims to combine five core areas, which are purportedly separated all too often: students and learning, teachers and instruction, leadership and accountability, school structure and organization, and high school and college success.

I think that school librarians are all too aware of the worksheety, drilling type of instruction that language arts teachers are forced to do to meet accountability demands.