Sentences with phrase «teacher knows what»

And to receive feedback in a meaningful way, the student needs to trust the teacher — to believe that the teacher knows what he or she is talking about and has the student's best interests at heart.

This bundle combines resources for: Improving handwriting Assessing the gaps in a student's literacy skills so the teacher knows what needs to be improve upon Practical strategies for teachers to differentiate reading material to make it accessible for all pupils - regardless of their ability range A grid outlining explicitly the active literacy skills that are embedded in the content of all subjects in secondary schools A resource for engaging reluctant readers A resource for Parents» Evening to show concerned parents simple techniques that will help them to build their child's spelling skills at home This bundle supports all subjects across the curriculum - including SEN and EAL groups too

«All that the student does is leaving a mark: The teacher knows what the student is seeing; editors can see what works or not in content; that information is very valuable to publishers and companies that generate the content, because it allows more and more content to be presented to our students to meet that huge demand for which they are made: Teaching, generating knowledge».

A third says, «So the teacher knows what to teach you.»

She didn't want to get her friends in trouble, and it seemed like some of the teachers knew what was going on and just looked the other way.

If your child is not only bored but is having problems even understanding what is going on in the classroom, you may want to let the teacher know what you are seeing.

We also had to work out with kids and teachers knowing what «complete breakfasts» mean to meet federal guidelines so we went to pre-packaging; that way all the kids have to do is pick up the package and their beverage.

Preschool teachers know what to look for.

That's why it is extremely important that teachers know what a student is working on in therapy and get guidelines about how best to support and reinforce the progress she is making.

Hey Kelly, As a former teacher you know what it is like to be on your feet for 8 hours.

The PDK / Gallup poll released last week shows 54 percent of Americans — a majority now — agree that «standardized tests are not helpful» in letting teachers know what to teach, a figure that jumps to an alarming 68 percent when you count only public school parents.

And for the most part, teachers know what they're getting into and school leaders have had time to think about the plan.

More and more, teachers know what they want, but find it difficult to find the time to gather materials.»

Too much time and paperwork are involved in writing the student's individualized education programs and too little in making sure that the teachers know what to put into the program, can teach its content, and can defend the program on the basis of evidence that the program leads to full participation, economic self - sufficiency, and independent living.

«Jeff Howard [founder and president, The Efficacy Institute] asked, «Do your parents, students, [and] teachers know what the goal is and why we are learning what is being taught?»

The high student mobility rate forced DoDEA administrators to institute within the system a uniform curriculum and standards - based instruction, so teachers know what material students have covered when they arrive.

Not all teachers know what is required.

• teachers know how their students compare with others across the state, and help the next grade's teachers know what kind of support incoming students need;

The schools and the teachers know what is going to be taught and they often decide whether the student should or should not leave class.»

That assumes that reason student achievement is poor is that teachers know what to do and just aren't doing it.»

By the way, that in itself is a good thing because it implies that teachers know what the good lessons are.

Finally, teachers might find both advice and comfort in educator Angela Maiers's «There Is No Lesson Plan For Tragedy — Teachers You Know What To Do.»

Even though the achievement gap has not narrowed — black youngsters now score on NAEP where white fourth graders did several decades ago — are not the black student achievement gains evidence that, when teachers know what to do, they do it?

The theory of action for open - resources proponents is quite clear: Teachers know what is best for students.

Consistent with Wixson and Dutro's (in press) recommendations, they found New York State standards reflected the national standards in orientation to reading process and learning, and actually went beyond national standards to provide a level of specificity that helps teachers know what students should know and be able to do at different developmental levels.

Bethel said he also liked another aspect of the new evaluation system: Teachers knew what was expected of them.

Black teachers know what they're signing up for when they enter a classroom.

When teachers know what they need to accomplish and how they are going to do it, they have a better opportunity to achieve success with the added benefit of less stress.

These skills can be measured using brief early reading assessments (e.g., FAST ™ earlyReading) to help teachers know what instruction each student needs.

Finally, when teachers know what success looks like, they can show learners what success looks like, design opportunities for students to make their own thinking and learning visible, and gather evidence about where to go next in the teaching and learning.

It is important that you let your teachers know what your expectations are as far as classroom management and student discipline.

«Every classroom teacher know what each student's learning issues are and they are able to deliver individual instruction, modify assessments as necessary, and help each student so they can best express what they know,» Brady added.

Sometimes teachers know what they need, and other times their principals, leader teachers and mentors can help them figure it out.

Teachers» unions claim certification ensures that teachers know what they're doing in the classroom, but plenty of teachers who have taken education courses seem unable to raise students» performance.

When teachers know what students bring to their reading, they can purposefully choose strategies that serve as effective scaffolds between the «given» and the «new» of the text — clarifying unfamiliar vocabulary and concepts, helping students anticipate the text, and helping them make personal connections with it — thus promoting their interest, engagement, and motivation (Jacobs, 1999).

The traditional school year is over once again without teachers knowing what their salaries will be next year.

«The next steps are to find ways that districts can provide additional support to teacher driven initiatives like ours, through compensation and recognition for participating teachers; teachers often can't wait for districts to determine professional development - teachers know what other teachers need!»

Dr. Willingham's example problem was wrong not just because the sample was likely random, but because the article itself shows that neither parents nor principals nor teachers know what traits to select for in order to find a high - performing teacher — so they don't.

We as social studies teachers know what to do in those circumstances and how to do it.

Jennifer firmly believes that teachers know what they need when it comes to professional development, and she describes the layers of support that coaches can implement within a school, including in - class support, curriculum support and assessment, study group facilitation, and the cultivation of teacher leadership.

All of you who are classroom teachers know what I am talking about.

These teachers know what they're doing!

She works closely with administrators, teachers and staff to make sure she her students» needs are being met and that teachers know what's going on with their students.

Do our teachers know what we value?

By monitoring academic progress, KIPP teachers know what their students need and tailor instruction so every child receives the appropriate level of support and challenge.

Review your curriculum documents to be sure that they are explicit and that teachers know what to do.

The first step of having effective student discipline is to make sure that your teachers know what you are expecting when it comes to student discipline.

Teachers know what works best in their classrooms, and in my experience, truly listening to them ultimately leads to student success.

Teachers know what matters most: providing engaging instruction and promoting skills that lead to lifelong learning such as collaboration, communication, critical thinking and creativity.

To build trust, I make sure my visits are focused on teachers» strengths, and that I let teachers know what I am noticing.