Sentences with phrase «teacher knowledge most»

What kinds of teacher knowledge most effectively promote student achievement in mathematics?

Not exact matches

At most, the teacher «teaches» only indirectly by providing the context in which the student may be graced himself or herself to come to that combination of immediate self - knowledge and God - knowledge which is the aim of paideia.

At most, the teacher «teaches» only indirectly by providing a context in which the learner may come to that combined self - knowledge and God - knowledge that is a «personal appropriation» of revealed wisdom.

Students told us that they appreciate teachers who possess a good understanding of American life as well as of Islam: «My teacher, he's like one of the most knowledgeable people I know, but he's not knowledgeable to the point where all he knows is Islamic knowledge.

Calvin's main goal as a teacher, even at his most polemical, was to build up the piety of the common people who looked to him to lead them into the knowledge of God in scripture.

And a nurse, although most likely not an expert in all health conditions, is more likely to have a basic knowledge of your child's condition than the teacher may have.

Promote the parent as the child's first most important teacher for helping children not only acquire necessary academic skills and knowledge as well as teaching and sharing values, encouraging and supporting creativity and fostering curiosity and a love for learning.

Most teachers go into their field because they enjoy educating and sharing knowledge, and they may become frustrated when children or their parents create conflict.

This was the most amazing moment of my life getting out of my daily routine to learn a whole new world of knowledge and meeting a teacher like Gayle who made me feel supported, warm and secure whilst learning.

Most teachers are supportive of Common Core, a national movement designed to foster the critical thinking and depth of knowledge many American students now lack.

The most effective teachers are those who know their students» background, who teach in a manner that builds on students» previous knowledge, and who challenge their students to work to their maximum ability.

The element of advanced teaching methodology classes helps you evolve into a great yoga teacher of the most resplendent skills, expertise, confidence, and knowledge.

The mentors come to you with the depth and breadth of knowledge necessary to offer you the most supportive, constructive and uplifting feedback to transform yourself into the kind of yoga teacher you always wanted to be.

It seems like common sense, I know, but you'd be amazed how often most yoga teachers just project their knowledge and skill set onto their students without seeing them at all, without taking into account any of the needs that brought them to class in the first place.

In reality, where an individual course falls on this continuum is greatly influenced by the teacher's depth of knowledge and experience teaching the subject, as well as by his or her beliefs about what is most important to learn and what students are capable of.

The science teachers at my old high school admitted that they were only secure in their knowledge of one or at most two of the fields covered.

AS: Yeah, I think what this data show is that actually those countries doing well in technology skills, where you have the most technology - savvy students in a way, they've typically placed the emphasis first on teachers — trying to connect teachers, trying to build networks of teaching, platforms for knowledge creation.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

Research is limited, but a 2006 study by Arthur Levine indicated that teachers were, for the most part, confident about their knowledge: 81 percent said they understood «moderately well» or «very well» how students learn.

This means that while veterans have a knowledge advantage over new teachers in many areas, new teachers often have significantly better understanding of the most recent research, best practices, and pedagogical or technological advances.

A CPRE survey found that most teachers were motivated by the knowledge - and - skills pay amounts and that 75 percent of them wanted the program to continue.

Of the many teachers in our public schools, who have deep knowledge of subject matter and of how to engage youngsters» minds, most are in despair over the limits put on them by the mindless work demanded by high - stakes tests.

The role of chief instructor will represent an appropriate career goal for the most effective, experienced teachers who have demonstrated their knowledge of effective instruction and their ability to work with novice teachers.

Collectively, the 12 Design Challenges seek to attract the most talented students to teaching, providing them and their practicing peers with support and actionable information about what good teaching looks like; ensuring introductory and ongoing training that provides them with the requisite skills and knowledge for classroom and student success; identifying certification methods that are rigorous and performance - based; and forging new career pathways where master teachers both anchor teacher training and ongoing knowledge development.

Second, when asked what content, skills, or knowledge are most important, teachers rank the guarantees of the Bill of Rights at the top, whereas concepts like federalism and the separation of powers and key periods like the American Founding fare less well.

And while most rank - and - file teachers have no ideological bone to pick with content knowledge, many of their supervisors and administrators still hold fast to the false dichotomies and faulty notions that Hirsch has debunked for years.

Most schools have either Arts specialists or creative teachers, think about using their knowledge and expertise to help you shape your learning experiences, to team with you or maybe even teach the tricky bits.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

In a most constructivist manner, students and teachers were in essence «living» curriculum through connection, collaboration, knowledge, and synthesis.

In most, a teacher coordinated and supported the implementation — these tended to be experienced educators already in leadership roles with key skills and knowledge.

In 2007, Hidalgo Early College High School created the Success Initiative Academy for students who continually scored low on the yearly Texas Assessment of Knowledge and Skills (TAKS) test, providing separate teachers and very small classes for these students most at risk for dropping out.

Most people think that the principal is always the evaluator, but many principals lack the knowledge and skills needed to supervise all the teachers in their schools.

The majority of teachers cite the actual teaching of pupils, the imparting of knowledge, as the most fulfilling and enjoyable part of their job.

Rather, what matters most is how students and teachers use technology to develop knowledge and skills.

Most importantly, the program has professional learning videos embedded right where the teachers need them, so they can increase their own pedagogical and content knowledge of the subject.

First, most educators are familiar with the methodologies and empirical practices of related disciplines so acquiring the necessary cross disciplinary knowledge to become an interdisciplinary teacher will not be overly stressful or time consuming.

Specific and Sequenced: Most curriculum standards provide general goals and objectives but offer teachers little guidance about the specific knowledge students should learn in each grade.

Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

A related misconception that many teachers labor under is that they act in a race - blind fashion; however, most teachers greatly overestimate their knowledge about other cultures, which manifests itself in a lack of cultural sensitivity in classroom management and pedagogical techniques.

We'll identify areas of effectiveness and help you set priorities for areas that most need improvement, while keeping in mind the critical importance of developing curricula that can be reasonably taught in the time allotted, allowing teachers to help students develop deep knowledge of what they're learning.

The most effective teachers have broad knowledge of their subjects.

Online education, an irresistible possibility for sparsely populated and remote areas, has its limits: to learn well, most students still need contact with prepared teachers, and instruction that helps them build knowledge steadily over time.

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Back this idea up with time taken from the normal teacher's working day and money for cover then I suspect most teachers would be happy to improve their subject knowledge.

These resources are recommended by teachers for knowledge - rich instruction — and most of them are free.

TNTP also reviewed the broader research literature and commented on findings from the most rigorous studies that had been done by the Institute of Education Sciences: «teachers who received the best of the best [professional development] were no more likely to see large, lasting improvements in their practice, knowledge, or student learning.

Our data suggest that it is what teachers do to promote application of phonics knowledge during the reading of connected text that matters most.

Their findings also suggested that classroom teachers scored students significantly higher than outside raters in the area of reading, where the lack of portfolio evidence was most likely supplemented by teachers» knowledge.

Allison's knowledge of curriculum and instruction is notable, however, I am most impressed by her ability to collaboratively lead teachers and administrators.

One practitioner noted that, «In this most political of educational times, the more knowledge a teacher leader has in this area, the better prepared they are likely to be.»