Sentences with phrase «teacher knows about her subject»

Fourth, big changes are brewing in teacher preparation and licensure as ed schools come under fire, as «alternate routes» proliferate, as programs like Teach For America get greater traction, and as more attention is paid to what a teacher knows about her subject than to what pedagogy courses she took in college.

He singles out Teacher for America, which is getting «traction», he observes, «as more attention is paid to what a teacher knows about her subject than to what pedagogy courses she took in college.»

Not exact matches

Share a few things about your child with the teacher — interests, strengths, favorite subjects — to help the teacher know your child better.

About half of these teachers were removed for wrongdoing or received «unsatisfactory» ratings - the other half worked in closed that eventually closed or taught a subject no longer offered in the classroom:

As I thought about how to approach this elephant of a subject, my mind meandered back to great teachers I have known — there were many I could recall because I have been fortunate in having teachers in all areas from physics to poetry who, almost physically it seemed, infected me with their enthusiasm — and I asked myself: Why did I find them inspiring?

In other words, algebra teachers were being rewarded merely for getting students to learn 10 percent more about algebra than they knew before studying that subject at all.

As ever, if there is doubt as to whether the images / sounds are subject to copyright, the no - profit, educational purposes and no - charge - advertising / no - charge - product - placement arguments apply: it's not about how much teachers should pay so much as it is about how much they should charge.

Thus, teachers know each other well and are informed about the content of subjects of classes other than their own.

All the standards are based on the five core propositions of the NBPTS: 1) teachers are committed to students and their learning; 2) teachers know the subjects they teach and how to teach those subjects to students; 3) teachers are responsible for managing and monitoring students» learning; 4) teachers think systematically about their practice and learn from experience; and 5) teachers are members of learning communities.

Professor Daniel Muijs (pictured), the watchdog's head of research, said he supported a «periodic requirement» for teachers to demonstrate they know about the latest research and discoveries in their subject area.

The teacher who loves his subject and cares about his students is concerned that the rising generation not know less than the one that preceded it.

This is clearest in the portrayals of Ball and Lampert as teachers, two expert educators who have devoted many years to teaching others what they know about the teaching of mathematics and other subjects.

In this view, the teacher functions as an educational diagnostician who — using formative assessment techniques instead of a stethoscope — listens carefully to student thinking; processes it against what he or she knows about the subject at hand, how students learn, and the goals of a lesson.

The idea is that these hinge - point questions encapsulate what we know about student misconceptions, which of course many teachers share, and by presenting «answer - choice rationales» (the reason someone might have chosen a particular incorrect response) we engage in a form of «just - in - time» teacher subject knowledge development.

«Even if a teacher knows less than a student about how to operate a particular piece of technology, they are still more equipped with the higher order critical thinking skills and the subject knowledge to apply to digital technologies.»

Information from assessments helps teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be retaught.

«Regardless of the system, every teacher needs to know the answer to the question, when someone is struggling in my subject, what do I do about it?»

Increasingly, curious students will come to class asking questions about the subject and the teacher may not know the answer.

It is understandable why federal, state, and local education policy makers may have concluded that academically weak teachers need to know more about the subject they teach and / or the way to teach those subjects and therefore have voted to spend a fortune on professional development.

• In 2003, a Public Agenda overview of public education surveys found that an overwhelming 85 percent of parents agreed that most teachers in their children's schools were committed to their profession and cared deeply about their students; and that 75 percent said that «all» or «most» of their child's teachers knew their subject matter very well.

Just as you can always learn something new from a good teacher, even in a subject about which you may already know much, the same is true for a good book.

You'd do far better to play the role of student (as opposed to BS teacher) on subjects you know nothing about.

They asked the teacher his thoughts on the subject and asked if he knew about bitcoin.

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.28 — 33 Small - scale reviews of school - based programs run by nongovernmental organizations (NGOs) have been conducted in Kenya, but there has not been a review of the government's sexuality education program in schools.34, 35

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.10, 24 — 27 This report provides a detailed snapshot of how the policies related to sexuality education in Ghana are translated into practice and what students, teachers and heads of schools think about them.