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.