Assessments are used to help
teachers meet the needs of students.
Personalized learning helps
teachers meet the needs of all students.
Professional development in most schools today doesn't help
teachers meet the needs of their students nor does it help them grow and develop in their profession.
Instructional practices vary, ensuring that
teachers meet the needs of students with diverse learning styles.
«Using a single platform like Epiphany Learning will help
our teachers meet the needs of our students.»
Not exact matches
With such a view, the function
of the
teacher is to help the
students solve their problems and
meet their
needs.
Waldorf is dedicated to providing its middle school
students with an academic curriculum with rigor and purpose — one that is creatively designed to
meet the particular
needs of middle school
students — along with exceptional
teachers, regular class travel, a no - cut athletic program, and fine arts and performing arts courses.
On Tuesday, CPS officials said an Illinois
teacher survey found 69 percent
of teachers believe they do not have sufficient instructional time to
meet the
needs of all
of their
students.
Organizational assistance (including
teacher / school representative
meeting with
student at the end
of each class or end day to check that homework assignments are written completely in homework notebook and
needed books are in back pack, providing organizational folders and planners, color coding)
Ultimately, the
needs of the
student are
met by the Waldorf curriculum itself; in addition to the class
teacher, the
students experience continuity and expertise through involvement with subject
teachers who teach handwork, movement and games, a world language, eurythmy, sculptural arts, gardening, music, and fine arts.
Two - thirds
of students are still not receiving an arts education that
meets state guidelines, according to a recent audit by State Comptroller diNapoli, and half
of our
teachers citywide told us in a recent UFT survey that their schools did not have the curriculum and materials they
need to teach lessons aligned to the Common Core Learning Standards.
There was something for everyone on the menu: using Apple technology, developing research - based practices to teach
students in the early grades, engaging
students through digital instruction, understanding the new
teacher evaluation system as set by state law, preventing high - risk
student behaviors and how Community Learning Schools
meet the
needs of students and their families.
Teachers reported they felt they were
meeting the
needs of students and findings suggest a
need for more professional development and additional planning time as these networks take root.
Eight weeks after the first review
of the
students»
needs and again in the second half
of the school year, site coordinators
met with
teachers to evaluate the plan and the children's progress.
Amanda Gurung, BTI's Education Lab Coordinator recently traveled to classrooms in Seneca Falls, Fillmore, Fredonia, and Long Island, NY to support trained
teachers and engage
students in discussions about the importance
of plants in
meeting human
needs.
The
teacher designs a practice that
meets the
needs of the
student helping them progress towards a particular goal.
In the past, limited access placed a hardship on
teachers to
meet the diverse
needs of their
students, especially when school resources were limited.
She claims that «if we really cared about improving the education
of all
students, we would give
teachers the autonomy to tailor instruction to
meet the
needs of the children.»
Of course, what is «right» can seem relative, and figuring out if there is a more just approach to a routine or system (especially among a group of teachers) is complicated; however, meetings like we had this week are an imperative as schools figure out the sort of learning environment they want to be, need to be for their students — the human beings with whom we are entruste
Of course, what is «right» can seem relative, and figuring out if there is a more just approach to a routine or system (especially among a group
of teachers) is complicated; however, meetings like we had this week are an imperative as schools figure out the sort of learning environment they want to be, need to be for their students — the human beings with whom we are entruste
of teachers) is complicated; however,
meetings like we had this week are an imperative as schools figure out the sort
of learning environment they want to be, need to be for their students — the human beings with whom we are entruste
of learning environment they want to be,
need to be for their
students — the human beings with whom we are entrusted.
Consensus
needs to be reached on the focus
of the observation (
teacher,
students or both), the frequency and duration
of observations, the structure
of pre - and post-observation
meetings, who is going to own and control these data (critical with video recordings), and last, but certainly not least, the classroom observation guide to be used.
Challenges included: Measures for exemption
needed; There is a significant challenge in selecting an appropriate test at the outset; A single test measuring a single skill will not be valuable or productive, not flexible enough to
meet the
needs of teachers or
students; Don't want to overtest
students; Parents /
teachers may be sceptical or unhappy with additional testing.
But the great challenge for such a
teacher has forever been the difficulty
of meeting the
needs of every
student because
of circumstances beyond his or her control.
As K — 12 education and technology continue to evolve,
teachers who keep an open mind and embrace new modes
of instruction will find they can better
meet the
needs of all their
students.
Have you become that fully wired
teacher who can use all this technology seamlessly and creatively to
meet the diverse
needs of your
students?
Teachers need support in reaching beyond the classroom to see that the individual emotional
needs of all
students are
met.
To achieve all
of this though, and to support the wider education sector in
meeting the challenges it faces, they
need to explore ways
of enhancing the experience and usability
of the app for
students and
teachers.
When a team
of teachers operates effectively, there is one group leader and usually five to six committed educators who are all working together to
meet student needs.
Reports published by the Neag Center for Gifted Education and Talent Development at the University
of Connecticut have shown that most general education classroom
teachers are poorly equipped to
meet the
needs of the gifted, and that gifted
students can spend as much as half the school repeating curriculum and waiting for classmates to catch up.
Do
teachers / administrators take the lead in
meeting the
needs of LGBT
students or wait until there is a district policy or law enforcing it?
In the book, Becoming One Community: Reading & Writing with English Language Learners,
teachers Kathleen Fay and Suzanne Whaley describe ways classroom
teachers can
meet the
needs of students learning English, and help them practice their skills in all subject areas.
During the training, we provided a grid
of benchmarks to be
met for each grade, projects and activities they might do with their classes to
meet those benchmarks, and evaluation sheets to ensure that
teachers can show parents and administrators what skills
students have successfully implemented and what deficiencies still
need to be addressed.
The report demonstrates the
need for
teachers to be given further advice and information on apprenticeships and for
students to have the opportunity to
meet employers (including former or current apprentices) in school, to mitigate the lack
of reliable information available.
However, some
of the
teachers in Portland are saying, «Obviously the special education
students are going to fail and they are going to act out because we are not
meeting their
needs... If there's not the right support there, that's not acceptable, not only for the child, but for the general education
teacher as well.»
Projects are designed to be flexible so that
teachers can adapt curriculum and instruction to
meet the
needs of their
students.
Consider that effective
teachers have a wealth
of tools that they use to
meet student needs.
By design, it is
student - centered,
student - driven, and gives space for
teachers to
meet the
needs of students in a variety
of ways.
This team — consisting
of teachers, counselors, administrators, a nurse, an instructional coach, and the campus testing coordinator —
meets weekly to discuss
students» social, behavioral, and academic
needs.
Those who believe their schools are «doing it right» told me that adapting the curriculum to
meet the
needs of individual special education
students also forces them to adapt the curriculum to more closely
meet the individual
needs of each
student in the class — and that the ongoing support
of special education
teachers and paraprofessionals provides them with the time and resources they
need to do it successfully.
Teachers are also empowered to make the right decisions in
meeting their
needs of their
students.
In high school,
teachers need to use varied strategies to
meet the
needs of the varied learning styles
of students.
Think about the
needs of each stakeholder (
students, parents,
teachers) and then consider how you can
meet those
needs.
The Internet and new technologies can be a catalyst for rethinking the way we organize learning, provide instruction, and
meet the
needs of students,
teachers and parents.
But by training future educators to continuously inspire
students to succeed, helping prospective
teachers view curriculum from
students» perspectives, and assisting
students as they negotiate critical points in various disciplines, the
teacher training methods in Finland continue to
meet the
needs of the next generation
of students.
Not only does it help the classroom
teachers and us
meet the curricular
needs of the
students, but also it lends credibility when the kids see that we're not making presentations just to make presentations.»
«Good
teachers are able to
meet the
needs of individual
students and
meet the
needs of the larger group,» Greene contended.
Can be modified to
meet needs of students» /
teachers»
Without the pressures
of engaging an entire classroom, the
teacher can provide undivided attention where
needed to ensure all
students are
meeting the high expectations that have been set.
For example, for Standard 3, we want to know how the
teacher works with a group
of 25
students, with a range
of needs, and adapts instruction to
meet their individual
needs.
This under the sea package provides
teachers with different options to
meet the diverse learning
needs of students.
A statement in the Australian Professional Standards for
Teachers now specifies that teachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities» (AITSL
Teachers now specifies that
teachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities» (AITSL
teachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to
meet the specific learning
needs of students across the full range
of abilities» (AITSL, 2014).