Sentences with phrase «teachers do in the classroom»

This may explain why debate over the Common Core often focuses on whether the standards will only set a common framework or will also dictate what teachers do in their classrooms.

@Madelyn: One of the key considerations for professional learning is that we model what we want to see teachers doing in the classroom.

That's what great teachers do in their classrooms.

In most schools, sports is one of the only settings in which we talk about what makes a strong team and an effective team player, and coaches might have strategies that could translate to the work teachers do in the classroom.

Beliefs play a key role in what teachers do in the classroom — including their instructional practices, classroom management, and support provided to students.

... The concerns of parents could also highlight a gap in their understanding of what teachers do in the classroom.»

Further, as with program quality, the standard measures of teacher quality (degrees, experience) are not reliable proxies for what teachers do in the classroom.

Research by RAND Education reached a similar conclusion: «paying teachers to improve student performance did not lead to increases in student achievement and did not change what teachers did in their classrooms».

How might a deeper understanding of how students learn influence what early - career teachers do in the classroom?

For school boards who support the courageous work teachers do in their classrooms as they try to teach empathy, kindness, acceptance, and understanding?

We've distilled all the «stuff» teachers do in the classroom down to three strands, each of which corresponds to a student outcome such as being on task, mastering content, and doing the majority of the cognitive lift.

Everybody agrees that what teachers do in the classroom matters deeply.

In one of the most comprehensive reviews of school outcome data ever conducted, Hattie and colleagues (2008) showed that what teachers do in the classroom every day makes the biggest difference in student learning (Hattie, 2008).

Witnesses told the subcommittee that what matters most is how well teachers do in the classroom.

Until you change what teachers do in their classrooms, you won't substantively change the school.

With respect to tenure decisions, first of all, you need to have — in the system, you need to have clear standards that you're going to evaluate the teacher against, that express the kind of teaching practices that are expected; and a way of collecting evidence about what the teacher does in the classroom.

Sparks and Hirsh (2000) highlighted the importance of sustained, rigorous, and cumulative programs directly linked to what teachers do in their classrooms.

We are not advocating the abandonment of instructional leadership: principals clearly need to understand and support what teachers do in classrooms in order to help create the conditions that allow them to be more effective.

Family programs, such as ESL classes, encourages parents to communicate more with teachers and empowers them to help their children with homework and generally support the work the teacher does in the classroom.

At the center of such a system are professional teaching standards that are linked to student learning standards, curriculum, and assessment, thereby creating a seamless relationship between what teachers do in the classroom and how they are prepared and assessed.

The research is clear: What teachers do in their classrooms matters.

William (2007) points out that the most important difference between the most effective and least effective classrooms is the teacher, but goes on to say that the most important variable appears to be what these teachers do in classrooms rather than what they know.

I thought it very important to share with you all, as he does a great job deconstructing one of the most widespread claims being made, and most lacking research support, about using the data derived via value - added models (VAMs) to inform and improve what teachers do in their classrooms.

Not exact matches

«These are things any great teacher would be able to do for a small group of students in a particular classroom,» Baker says, but D2L can do it on a massive scale.

CEO of Silicon Schools Brian Greenberg says that evolving technology doesn't undermine a teacher's role in the classroom; instead, it augments it.

Gadgets in classrooms might make kids happy, but sadly it doesn't seem to help them learn (a truth top technologists, if not teachers, seem to understand — they tend to send their kids to low - tech schools).

But I discovered that these young innovators were far more intrinsically motivated, and when I looked at the pattern of what parents and teachers had both done to encourage intrinsic motivation, I found a kind of remarkable emphasis in the classrooms and among the parents of play, passion and purpose.

My high school teacher Dora Di Rocco - Smith was particularly interested in doing enriched math in the classroom for students who didn't have access to enrichment activities.

It isn't scientific, so why does the subject or origins belong in a classroom unless there are biased teachers?

One can almost sense on the screen the influence of childhood classrooms in a Roman Catholic school (where Scorsese was educated) or in a Dutch Calvinist Sunday school (Schrader's Reformed tradition) in which well - intentioned teachers instilled in two little future filmmakers the idea that Jesus resisted temptation because he was God — so if you don't want to spend eternity in hell, you had better follow Jesus.

«We've done things like creating a fund that supports innovative teachers who are doing exciting things in the classroom that can really improve kids» ability to learn.

By definition the great feasts of the Church fall in the school holidays but that clearly does not prevent the Catholic teacher from making use of these feasts in the classroom.

Pupils should be given information about abortion in the classroom because many do not discuss it at home, teachers have heard.

«I ask our coaches to go in and visit with classroom teachers about the youngster's presence in the classroom — not just how he does on test scores, but his presence.

Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good behavior, scores, or attitudes (grades simply are not enough of a motivational tool).

If they don't and the teacher is differentiating in the classroom and observe a classroom where she's truly differentiating for different levels of kids, fine.

This doesn't mean, of course, that teachers should excuse or ignore bad behavior in the classroom.

There are plenty of deeper - learning skeptics out there, and one of their chief concerns is that while project - based learning in the hands of a well - trained educator can be used in the classroom in a highly effective way, it is also a technique that is easy for an unprepared teacher to do quite badly.

So, teachers, how do you avoid being a helicopter in the classroom?

If you remain with the same teacher, constructively collaborating with the teacher to determine the things your child could do to compensate for what is lacking in the classroom may be helpful.

-- Christof Wiechert Social Emotional Intelligence: The Basis for a New Vision of Education in the United States — Linda Lantieri Rudolf Steiner's Research Methods for Teachers — Martyn Rawson Combined Grades in Waldorf Schools: Creating Classrooms Teachers Can Feel Good About — Lori L. Freer Educating Gifted Students in Waldorf Schools — Ellen Fjeld KØttker and Balazs Tarnai How Do Teachers Learn with Teachers?

Teachers are overworked like everyone else, but as one teacher at Emerson Elementary pointed out that breakfast - in - the - classroom time can be valuable — learning how to do hygiene, table manners, using breakfast time to talk about how to eat properly, how to carry on a conversation while eating, even something as simple as handwashing!

While the preschool teacher is going to be your child's strongest ally in the classroom, the reality is that your little one isn't going to be bullied while grownups are around, so you need to help her work out what to do right then and there if another child bothers her.

Early reading in schools is necessary so that the teacher can give children classroom assignments rather than working individually with each of them, but at home it doesn't matter.

New teachers graduate college with a background in courses based on things like classroom control, following federal standards, legal issues pertaining to what teachers may and may not do and, possibly, a few classes on a specialty subject.

And if the teacher doesn't use it in the classroom for supplies, I'm sure he or she can find a use for it at home.

My ladies and I brought all the information to the principal, showed the video to the teachers, and did a trial run in the classroom.

Does his sensory system allow for him to focus on the teacher's lessons, engage in classroom activities, and attend to tasks?»

While you're on the Tiny Prints site, another great gift for teachers are their name labels to ensure that their classroom stuff doesn't wander off to another room in the school!

I don't think they are inherently damaging to the child (but might be to a parent - child relationship) and I can see how in a classroom environment if one child is disrupting everything, you may need to remove them from the situation and the teacher can't drop everything else to sit with that child.