Sentences with phrase «teachers and pupils know»

Parents, teachers and pupils know the «stranger danger» approach for helping children deal with people they don't know, but they need to be similarly savvy in the online environment.

Not exact matches

State education officials and federal regulators knew a year ago that the breaded chicken tenders blamed for sickening 40 pupils and teachers in Joliet last month might have been contaminated by an ammonia leak at a storage facility in St. Louis.

Conference notes with dismay the failure of many schools to ensure that risk assessments for violent and disruptive pupils are not made known to all their teachers, especially when pupils move schools.

«Free schools put teachers - not bureaucrats and politicians - in the driving seat, as they are the ones who know their pupils best.»

A study in the BMJ in 2012 found that having a professional therapist teach cognitive behavioural therapy (CBT) techniques to an entire class was no more effective than having the teacher give their usual personal social and health education classes, in terms of the effect on pupils» well - being.

For example, having someone come in to teach cognitive behavioural therapy (CBT) to a class is no more effective than having a teacher give the usual social and health education classes, in terms of pupils» well - being.

In California today we know that Church of England schools are to be supplied with tick - box forms allowing pupils and teachers to report transgender bullying.

Over the past ten years, 32 councils have settled claims from former teachers, school staff or pupils, and the BBC's figures suggest there are at least 12,600 council - run schools where asbestos is known to be present.

The changes we are making will put control back in the hands of teachers and school leaders - those who know their pupils best - making sure every single child has the opportunity to fulfil their potential.»

As a teacher at Uniontown Elementary, she often steps beyond her role as teacher, getting to know the parents of her pupils and ensuring that they understand learning is a partnership.

The report suggested that this over identification was actually due to poor teaching and with better teachers many of these pupils would no longer be on SEN lists.

MANY teachers do not know how to use data provided by annual assessments of their pupils» literacy and numeracy ability, despite often criticising the tests themselves, a new report has found.

It can also be used by a teacher to get to know a class and to boost pupils self - confidence.

Training and the role of the SENCO An overarching need for any reform is training and the sector needs to know where this is coming from to ensure that every teacher has the knowledge, skills and understanding to meet the needs of all pupils.

As teachers will know pupils are often more open to listening to their peers than adults — another way to effectively get e-safety messages across to pupils therefore is to arrange for children or young people to speak about their own experiences and offer advice to pupils a few years younger.

Pupils need to know what it «feels» like to find an error, to «know» that examiners are fallible, how not to panic when they find an error as they will be awarded the mark anyway, and just to let the teacher / invigilator know.

Our White Paper reforms will ensure we continue to spread excellence everywhere by putting control in the hands of the teachers and school leaders who know their pupils best, alongside new measures to more swiftly tackle failing and coasting schools.

She said: «I can't say definitely based on my research but we do know that teacher expectation and assessments can have a longterm effect on pupil progress, because it can affect their interaction, in terms of the groups they are put in... If you are an average - scoring boy from a lower income family, or an average - scoring girl in maths, and you are placed in a lower set then that is going to potentially depress your longterm trajectory.»

«We know that primary teachers up and down the country are doing an incredible job of supporting their pupils from day one, by sparking their creativity and imaginations.

A social media «jargon buster» guide for teachers and pupils has been created to decipher the meaning of terms and conditions of popular social media apps so young people know what they are «signing up for».

Which teacher is going to welcome teaching the most demanding and difficult pupils if they know that, despite their best efforts, those pupils are not going to make the required improvements in their grades to meet the teacher's objectives?

Catherine Roche, CEO of Place2Be said: «In classrooms up and down the country, we know teachers are working incredibly hard to support the emotional needs of their pupils.

«Given this was a voluntary process with only 25 % of schools responding, it is reasonable to assume that schools who know they are not compliant would be less likely to respond, therefore the true number who are failing to comply could be substantially higher, with hundreds of schools putting pupils and teachers at risk by failing to manage asbestos effectively.

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

Many authorities turned to temporary solutions, otherwise fondly known as «huts», and whilst the huts of 2015 provide good classrooms, there is still the tendency to send either the Newly Qualified Teacher (NQT) or the long service teacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main buTeacher (NQT) or the long service teacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main buteacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main building.

We will be celebrating that marvellous moment when child and adult, pupil and teacher are working together — the teacher no longer as authority figure but as psychopomp or keeper of the threshold.

With this approach, pupils and teachers come to know each other very well, and the teacher is able to adapt their teaching methods to the individual needs of each pupil.

This enables teachers to teach more effectively and keeps pupils engaged by not teaching them what they already know.

The solution also includes a state - of - the - art, cloud based software package that will allow teachers and pupils to access clever, interactive learning resources, no matter where they are on the campus.

Not only are schools places of learning, many of them are already equipped with educational play facilities and hardworking, experienced teachers who know their pupil's individual needs.

«Our white paper reforms are the next step in achieving excellence everywhere by putting control in the hands of the teachers and school leaders who know their pupils best, alongside new measures to more swiftly tackle failing and coasting schools.

The games industry is an incredibly vibrant sector with a huge range of opportunities available, however, the problem is that most pupils — and teachers — just don't know about them.

Furthermore, 59 per cent responded stating that the baseline assessment had disrupted children's start at school, and had not helped teachers get to know their pupils (54 per cent).

Nicky Morgan, Secretary of State for Education, comments: «I know that the first priority of every teacher is doing all they can to secure the future success and wellbeing of the pupils they teach.

«The teacher who knows how to ring the change in his approach to his pupils, keeps them ever awake and active.»

Equipping for inclusion We know that PE teachers do not purposefully exclude disabled pupils from their lessons, rather they haven't been equipped with the skills and knowledge to fully include all pupils regardless of impairment.

Here is something big - city school, superintendents, school boards, and teachers» unions know but don't tell: districts spend less money per pupil in the schools» serving the poorest children.

Each superintendent and in the case of the City School District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of each year.

90 % of teachers say that the new system of primary assessment has had a negative impact on children's school experience, while only 7 % agree that the new system enabled an accurate representation of what pupils know and can do.

«This has real problems for pupils in terms of continuity of their teaching, knowing who you are as a teacher and knowing how things are done in the school.»

When I see professionals like Colin Hegarty, a teacher nominated for the international Varkey Foundation Award for his ground breaking approach to teaching maths; and Luke Sparkes, Principal at Dixons Trinity Academy in Bradford whose focus is on seeking out what pupils don't know rather than affirming what they do, I know that the teaching profession is fizzing with bright new ideas as well as passionate teachers and leaders who are committed to driving up educational outcomes.

It isn't for me, or officials in Whitehall, or Ofsted to decide how best to teach or run schools — it's for you: the teachers who know better than anyone what works in the classroom and what your pupils need.

A DfE spokesperson said: «The changes we are making will put control back in the hands of teachers and school leaders — those who know their pupils best — making sure every single child has the opportunity to fulfil their potential.»

According to the DfE figures, 768 schools failed to reach what is known as the floor target of 65 % of pupils gaining at least Level 4 in formal reading and maths tests, combined with an informal teacher assessment of children's writing abilities.

Because his teacher, Angela, knows that James and four of his low prior - attainment peers seem to be having particular difficulty with geometry she can now book herself on to a course that gives her more teaching strategies in geometry with these pupils.

Head teachers want to know whether extra money pledged in the manifesto is «still on the table» and details of minimum per pupil funding levels.

A DfE spokesperson said the white paper reforms were the next step in ensuring every child had access to an «excellent education by putting control in the hands of the teachers and school leaders who know their pupils best.

We know that for teachers to make a positive difference for their pupils, they need outstanding support and a school environment which enables them to thrive.

Similarly at primary, we're all looking for teachers of reading, writing and mathematics who are excited by the ambition of the September 2014 curriculum and whose practice models what we know enables most pupils to master the skills so vital to their futures.

But speaking to Schools Week, Clifford said he prefers a whole - school approach known as «emotion coaching» to help vulnerable pupils learn, and that all teachers must understand how pupils» brains can be affected by abuse and neglect.