Sentences with phrase «teachers did in practice»

The data reported suggest that teacher authors may have modeled the learning strategy for students before small group work more often than the field - testing teachers did in practice.

Not exact matches

They all cowered by his desk, like they had practiced in drills, and Kelsey noticed that her teacher didn't run in behind her.

[15] Focusing on the cup, Cyprian writes that he has been constrained to address this issue because of the «ignorance or naïveté» of some people, who in consecrating the Lord's cup and in its administration «do not follow the precepts and practices of Jesus Christ our Lord and God, the Author and Teacher of this sacrifice» (1.1).

But since these practices are nearly identical in form and frequency as those done in charismatic circles, these charismatic teachers must be careful about condemning these practices in other religions, for could it not be possible that these other miraculous experiences are also from the Holy Spirit?

These include homework - free weekends like the one coming up over Thanksgiving break, encouraging teachers to economize on assignments by, for instance, assigning fewer practice problems in math (10 can serve just as well as 25), and creating a centralized homework calendar that will allow teachers to coordinate big assignments, so that kids don't end up with a lot of tests or projects due on the same day.

Nonetheless, there is a lot of evidence that parents have a much bigger impact on their preschool - aged children than teachers do, and that pro- grams to support good parenting practices in vulnerable families pay off in the long run, especially in the early years.

«If the Prime Minister were to acquaint himself more thoroughly with the National Curriculum and with practice in schools he would be congratulating state school teachers on the great job they are doing in competitive sport as well as in all forms of activity which encourage fitness.»

Meanwhile, licensing rules in most states do little more than «screen out the bottom few who can't master the English language or are badly schooled,» says Eric Nadelstern, the former New York City deputy schools chancellor and visiting professor of practice at Columbia University's Teachers College.

Spellings says she hopes the panel's initial recommendations, due in January, will be a boon to teachers «who don't know where to find information on the best available practices.»

Whether that journey is just one of becoming conscious, whether we have been disillusioned countless times by ourselves, paths, and teachers but are still hanging in there, or whether we are deeply committed to our practice, the question, «What do I want?»

Just as we suggest to our students (hopefully we do this) that they should always listen to their own sense of intuition when they practice and blend that in with what the teacher is suggesting, the same holds true for what you might hear as a newer teacher.

While there is always a good reason to learn yoga for health benefits but if you really wish to learn more about the yoga as an ancient scientific practice then it's a great idea to do Yoga Teacher Training specially in India.

We love them because they challenge us physically and mentally, but many teachers do not feel confident teaching these advanced poses unless they understand them in their personal practice.

Yoga learning is in many ways a good practice to adopt but if you really wish to strengthen your personal practice you need to do yoga teacher training, which allows for more attention to detail.

Besides deepening your practice at sandy beaches or meditating in the foggy hills, there are lot of activities one can do on their yoga teacher training during winters.

If you have practiced the kind of yoga you would like to do your yoga teacher training in will help you cope better.

I continued these practices through Photography study at the School of Visual Arts in New York City, and during this time did my first teacher training with Alan Finger and Jean Koerner at Be Yoga in 2006.

We at Sonima.com recently compiled a list of 100 influential teachers who have dedicated their lives to spreading the practices of yoga, and in so doing, have impacted millions of new yogis around the globe.

As far as your practice and classes go, there are a number of things you can do as a teacher to help burn off any excess stagnation, heaviness, and dampness in preparation for summertime.

Just as the doctor prescribes medicines or procedures or life style changes to direct the patient toward health and well - being, so does the yoga teacher / therapist practice and teach postures, breathing practices, life style changes, and meditations to integrate body, breath, heart, mind, and spirit in such a way as to bring well - being and freedom for himself and for those with whom he comes into contact.

The spiritual teachers who are driven by ego, the yoga teachers who don't practice what they preach, and me — imperfect in every way — we're all on our own path.

For example, at the start of the pilot, Linda Rogers, a teacher at Redwood Heights Elementary School in Oakland, Calif., was already practicing the move of helping students hold themselves accountable, but found that the things she was doing weren't translating into increased learning gains for all of her students.

I have attached the syllabus (available from Cambridge) here http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-1/cambridge-ict-starters/ Teachers work these projects into normal school lessons taking perhaps 6 hours to practice before the final exam which is done in an hour and a half.

Teachers have long believed in the importance of reflective practice, of multiplying what worked and correcting what didn't.

Title: The Harvard Graduate School of Education: Working at the Nexus of Practice, Policy, and Research» David: «Being a blind teacher in a public school - I didn't, to be perfectly frank, see it as any big deal.

They are also ideal for teachers who want to receive training or information on new technologies, research and practices from experts in the field, much like their students may be doing in the classroom.

So you do need a foundation in formative assessments and instructional practices, but the tools enable teachers to go beyond in other areas.

When we were designing it we decided to do a year - long teacher inquiry — our action research into modern learning practice and what it should look like in this environment.

For example, Robinson tells us: «If you're a teacher and you change what you do in your classroom, you are, for those students, the education system; and if you change your practice, you have changed the education system for your students; and if enough people change, that becomes a movement.

The participation of a mentor in classes also encourages best practice from the teacher and supports students to do Extended Experimental Investigations (EEIs) or Extended Response Tasks (ERTs).

If a teacher tells their coach about something new that he or she wants to try in the classroom, the coach may know of another teacher within the district who is doing that same practice.

I travel often and do site visits at schools, which allows me to engage with teachers, administrators, and students to hear about their day - do - day work and understand how policies and innovative practices are being implemented in local schools.

I wonder in doing this do we ignore the holistic practice of the expert teacher, the skills, strengths and needs of each teacher and the differences in cohorts and individuals?

Much of what teachers are doing in this regard is trying to have kids practice answering test - lke questions, which isn't working.

The related instructional delivery in the Instructor's Manual also does not appear to support clear sequencing, clear descriptions and demonstrations of skills to be acquired, nor are the student activities followed by practice and timely feedback — the essence of good pedagogical practice which should focus initially on high levels of teacher involvement.

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

In Mindfulness at School Outside the Classroom, I talked about a how a school could broaden the practice to help students, coaches, and teachers adopt it nonacademic ways so that it doesn't seem like a stand - alone activity.

So what did we learn about research and memory retrieval practices that will help both our teachers and that reinforce and expanded upon what we learned in Make It Stick?

We could see whether teachers whose students make the largest gains really do make greater use of the concrete practices that Doug Lemov describes in Teach Like a Champion, for example.

In the absence of full - time virtual schools, teachers unions and other opponents use their resources to attack blended - learning charters, even though the latter do not differ in legal structure, brick - and - mortar presence, or enrollment practices from other charter schoolIn the absence of full - time virtual schools, teachers unions and other opponents use their resources to attack blended - learning charters, even though the latter do not differ in legal structure, brick - and - mortar presence, or enrollment practices from other charter schoolin legal structure, brick - and - mortar presence, or enrollment practices from other charter schools.

It does so by boosting the ranking of teachers who are assigned more students whose family backgrounds and language and disability statuses are associated with lower academic achievement — much like the standard practice for scoring competitive diving, in which the raw score of the judges is multiplied by the degree of difficulty of the dive.

In team - based models, schools add new paraprofessionals to teaching teams to do teachers» administrative paperwork and oversee skill practice, project work, and digital instruction at school.

Similarly, in Oregon, teacher candidates put to - gether work samples demonstrating the links between teaching and K - 12 student performance; they do this during student teaching and again in the first year of practice.

And realistically there's over 30 years of really good research that's been conducted into what effective teachers do and in particular what classroom management practices are effective as well.

The fact that we know what good practice looks like is very helpful but upscaling is the big challenge — how do you get a quality teacher in every classroom?

And so one of the things that our group is doing right now is we're engaging with teachers from all around the country, in fact all around the world, to try to learn from them what they're doing in their own classroom practice to instill a growth mindset in their students and to help students see intelligence, and to see their academic ability, as things that they can grow.

My focus was for those five teachers at that point in time really around their implementation of numeracy, what they were doing around improvement, how they were tracking their data, what they knew about their kids, what were some of the best practices out there, how to plan effectively around numeracy.»

Ravitch is aware that the rhetoric of latter - day progressives changed more than did actual practice in the schools, where many teachers paid little attention to their theories.

In addition, student achievement gains provide few clues for what a teacher might do to improve her practice.