Sentences with phrase «teachers reflect on»

The project also uses a self - directed weekly reflection tool called the Quick Check, a 10 - minute online survey that helps teachers reflect on how they are integrating practices and tracking positive and challenging behaviors in the classroom.

The data - based inquiry model gave schools a tool to address areas of concern and helped teachers reflect on their practice.

Mentoring and coaching a new generation of teachers can provide a new challenge for teachers seeking to grow and develop as professionals, and teaching adults can also help mentor teachers reflect on and improve their own practices.19 What's more, the structures that are often part of these programs — mentoring, instructional coaching, professional learning communities, peer - to - peer professional development, and co-teaching — all serve to make schools more collaborative and reflective places to work, 20 which improves school culture and achievement.21

Students and teachers reflect on how their Literature Circles are progressing and identify ways they can make classroom conversations more effective.

The primary goal of using these tools is to help teachers reflect on their practice and reveal areas for their professional growth.

As I look back on this journey of creating partnerships with teachers, I'd like to share five key strategies I have learned to help teachers reflect on and improve their instruction using videos of their lessons as the Rosetta Stone of our work.

In the last part of Module 1, the prospective teachers reflect on their problem - solving experience by answering the following questions.

For a discussion of a creative way to help new teachers reflect on their practice, see the online article «A Window into New Teachers» Minds» by Jacqueline Grennon Brooks and Behailu Mammo.

This reflection tool can serve as a guide for helping teachers reflect on their classroom culture and consider the data they've captured in Kickboard over time.

But Buckley said the new system is intended to help teachers reflect on their teaching so they can make constant changes.

Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.

They are instructional leaders who reflect on their own practice, help teachers reflect on theirs, and ensure educators have the support and coaching they need to help students meet high expectations.

Join us as CCE and Rhode Island teachers reflect on our Assessment Literacy and Performance Assessment micro-credentials pilot program, examining the value of micro-credentials in educator professional learning.

They also help teachers reflect on their own teaching practices — and those of their international colleagues.

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction - related struggles — ultimately, leading to a change in instructional practice.

Interims are formative, meaning they are designed to help teachers reflect on and improve their teaching on an ongoing, relatively frequent basis.

Reflection — Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.

Once the tests are completed students and teachers reflect on results.

On a positive note, this article, at best, makes teachers reflect on their learning environments but to be honest the intentions are quite archaic.

Two fifth grade teachers reflect on their first year with a PBL curriculum, self - evaluating their outcomes and formulating an action plan for next year.

I think good teachers reflect on their practices — and not just test scores.

Teachers reflect on this data individually, as teams, and with school leaders, using it to modify instruction.

This helps teachers reflect on the experience of PBL, see challenges students will face, and create engagement and excitement for doing PBL in the classroom.

These teachers reflect on the educators who inspired them most when they were students.

Cultural competence requires that teachers reflect on what they recognize as familiar, and that teaching students who are different from you requires greater understanding.

As a new school year starts, one teacher reflects on the essential value of collaboration and community

A veteran teacher reflects on his quest to inspire intrinsic motivation and curiosity in his students.

She has just published the book, Growing Up White: A Veteran Teacher Reflects on Racism with Rowman and Littlefield.

Growing Up White: A Veteran Teacher Reflects on Racism by Julie Landsman Rowman and Littlefield, 2008 Growing Up White is for everyone who wants to know more about our schools, our community, our country, and ourselves.

For example, if a teacher organizes a lesson a successful coach can help the teacher reflect on strengths and areas that need improvement.

Take the time to read this powerful and moving blog from an Achievement First North Brooklyn Prep teacher reflecting on Orlando and identity in the classroom.

After co - planning cycles, master teacher observations, and a master teacher's reflection on her planning, novice teachers reflected on their learning.

Teachers reflected on their practices by identifying their own questions, documenting their own practices, analyzing their findings, and sharing their findings with university educators and other teachers.

These conversations, in which teachers reflected on their experiences, turned into a professional development experience that helped teachers understand how to stop ignoring hateful speech and to use such speech as a learning opportunity.

At grade level PLCs the coach shares 5 minutes of a teacher's work and the teacher reflects on what she sees and can seek thoughts from her teammates.

The inter-disciplinary teams of teachers reflected on the past year and began developing projects for their students for the upcoming year.

When a preservice English teacher reflected on her reluctance to speak up in a discussion on diversity, for example, I challenged her to engage her classmates and consider the implications of that engagement for her future teaching:

When that same preservice English teacher reflected on the way a fellow preservice teacher handled a rebellious student during a lesson, I offered some views on authority in the classroom, as well as potential responses to the student's actions:

Throughout, she stressed the importance of principals and teachers reflecting on their practice and closed by distributing several books that would provide grist for future work on improving instruction.

Paris and Ayres (1994) interviewed teachers as they implemented literacy portfolios in their elementary classrooms and found that teachers reflected on the usefulness of the portfolios throughout the year.

Both observer and teacher reflect on the performance data and determine whether there is a discrepancy between what the data reveal and best practice.

ACADEMIC SOCIAL EMOTIONAL LEARNING IN PRACTICE: In this video a teacher reflects on her daily morning ritual with students to support their development of expressive language, SEL skills, and community building.

Not exact matches

Reflecting on the mystery of teachers one never meets or on the practical uselessness of philosophy, Schall here reminds increasingly busy people that human beings are most fully human when they are engaging in such unserious and impractical activities.

When all allowance has been made for these limiting factors — the chances of oral transmission, the effect of translation, the interest of teachers in making the sayings «contemporary,» and simple human fallibility — it remains that the first three gospels offer a body of sayings on the whole so consistent, so coherent, and withal so distinctive in manner, style content, that no reasonable critic should doubt, whatever reservations he may have about individual sayings, that we find reflected here the thought of a single, unique teacher.

This places the responsibility on the teacher and the class, as reflecting the larger life of the congregation, to create the kind of interpersonal relationships in which mutual trust is possible.

As a major interpreter of our country's founding, Wood reflects the influence of his teacher Bernard Bailyn, who in two important new volumes provides the best general access to the period in which the Founding Fathers — yes, they were all men — debated their Constitution of 1787 and sold themselves, each other and the public on its ratification.

It also requires a willingness on the part of the superintendent to take action against principals or teachers whose performance does not create confidence on the part of parents, as reflected in their school choices.

From his father, Francis Hartshorne, to Ralph Waldo Emerson, Rufus Jones, H. G. Wells, and William James, Harshorne reflects on the various ways in which poets, teachers, writers, theologians, and philosophers influenced the development and destination of his own thinking.

In many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioning.

Later in the chapter, Edwina, as a former pastor and now a teacher of preaching, reflects on her own socialization and spiritual journey.