Sentences with phrase «teachers talk often»

In wealthy school districts around the country, parents and teachers talk often about keeping computer use to a minimum.

Not exact matches

I had a Kant scholar as teacher (C.I. Lewis) and I taught Kant, reading him in German where necessary, and I knew the views of Julius Ebbinghaus, heard him lecture, talked with him often and in both languages.

This means that two good signs of a false teacher is when they only seem to care about growing the numbers of followers they have, or they quite often talk about giving money to support them and their ministry.

«So often, when we talk to teachers, they say, «oh I can't do this and I can't do that», and we approach the situation from the point of view of lack and from a point of view of things that are not possible.

I know it's often challenging to find the right time to talk with a teacher since they are often trying to do other things (especially during drop off or pick up times).

We joke often about teachers must really love what they do, otherwise they would work toward something more financially stable (I can talk: my parents were both teachers and my husband is a teacher; we aren't exactly rolling in dough).

Talking to your child's teacher is often helpful.

What often happens is teachers tell parents the child is not talking or interacting with the other children.

Orientation is often where you have a chance to ask questions and talk 1:1 with the teacher about your child.

Teachers told me that most NovaNET courses are comparable to textbook - based courses in length and content — a comeback to critics who talk of watered - down curricula at alternative schools — but that many students move through them more quickly, and often finish high school a semester early.

When I talk about pensions, I often cite a statistic about rising teacher mobility.

Again one of the things I talk to my undergraduates about is how important it is that they look after themselves, that they work collegially with others because one of the things that comes out of research is that isolated teachers often are the ones that are vulnerable to, either being ineffective as practitioners or becoming stressed and demotivated.

How would we help our teachers to adapt to classrooms in which projects would often replace the usual chalk - and - talk?

I'm talking about the majority of parents, who are often uneducated in school procedures and may even feel intimidated by teachers and administrators.

During these visits, I often tried to spend some time with teachers and administrators talking about the school's science and mathematics curriculum.

When teachers talk about their first impressions of lesson study, that is often what stood out to them: I do nt want a group of people in my classroom, watching me.

If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands - on learning and discovery by the students.

What the student sees is something like this: They view lessons on the screen that the teacher often conducts in real time by showing slides or videos, and the teacher talks directly to the students through the computer.

In education policy, we often talk about «teacher turnover» as a problem for schools, employers, and communities.

A recent Atlantic article called «The First Year of Teaching Can Feel Like a Fraternity Hazing» talks about how new teachers often skip meals and whittle their personal lives down to nearly nothing in an effort to stay above water, and yet many still struggle with effectiveness.

The first week of school is often so crucial in developing the connection and the relationship that we constantly talk about, that is teacher - student relationship.

I often want to tell teachers, «Just let them talk!

Teachers often talk about their own industry experience and what the day - to - day of a professional in the field looks like from the inside.

Yet, for many years, in community after community, teacher salary talks often ended up focusing on ways to adjust that system.

This is one of the queries I heard most often when interviewing teachers for The Cage - Busting Teacher or just when talking about the issue of educators, public officials, and education policy.

Only in recent years has the salary - talk climate been more conducive to discussions of alternative pay structures, structures that often involve compensating teachers not just for how long they have been teaching, but how well.

Too often, I've heard teachers talk about how helpless they feel when it comes to reaching out to their students.

Too often, parent - teacher conferences are full of one - way communication; the teacher does all the talking.

Some teachers reported feeling uncomfortable talking to their students about sexuality due to their beliefs or perceptions about what's appropriate — often conflating sexual orientation with sex — while others felt pressure from administrators or parents to keep tight - lipped.

I often talk about my favorite teachers as a child being like sports coaches.

There are so many ways to integrate TED Talks into your instruction, since the themes of these presentations often connect to topics important to many teachers» current events lessons.

Quite often we find that principals and teachers are talking about intellectual things and if they're involved in very good strong relationships, very emotional things, but they also need to have a sense of their own physical health and wellbeing.

Teachers often talk to us about the impact on pupils» behaviour when they've had a proper lunch rather than filling up on foods full of empty calories, and smaller studies comparing exam results at schools with breakfast clubs to those at schools without found pupils got better results where healthy breakfasts were on offer.

Madden, the Williamsport guidance counselor, said he often talks with individual teachers about stress they are experiencing.

«Our teachers will often tell us that their students talk about us, «Meryl and Charlie,» as friends; it's as if we are present in their everyday lives.

Indeed, school administrators and teachers return often to the idea of what it takes to prepare students for «real life» when they talk about the laptop program.

Perhaps even more common (particularly for White teachers in poorer, often urban areas) is treating our students as inspiration or poverty porn when talking to other White people.

This is a truly deadly sin and most often manifests itself when teachers start talking about brains and neuroscience.

Rules will often refer to five broad areas, talk, movement, time, teacher - pupil relationships, and pupil - pupil relationships.

First and most important, talk to your child's teacher often to monitor your child's progress and find out what activities you can do at home to help your child.

Principals and teachers are invariably afraid to talk to reporters and often parents, saying they fear repercussions from the administration.

This is why teachers, teaching children from diverse backgrounds, often talk instead of «our school values» or «universal values» in an attempt to smooth over the potentially nationalistic and exclusionary idea of «British» values.

Teachers often talk about having «a place at the table» — a means to influence education policy in a way that reflects the needs of the teaching profession.

Teachers often complain that we are left out of the policy talks.

More often, teachers we spoke with talked about whether they felt supported by their administration, whether they felt like they were part of a community, whether they had a strong team to work with, or whether they were getting professional development to push their practice and develop them as leaders.

Non-tech example: To enhance teacher - student relationships, I often take 15 minutes during my free period to walk, listen, and talk with individual students about their goals and interests.

Al Baker of The Times interviewed a range of teachers in New York and reported, «most said their students were doing higher - quality work than they had ever seen, and were talking aloud more often.»

Inspectors noted pupils» attitudes towards learning were «often poor» and, in one lesson, students were speaking among each other, doodling and playing with a box while the teacher was talking, without being challenged over their behaviour,

Often teachers have not experienced student - to - student talk sparking energy, excitement and flow (Mihaly Csikszentmihalyi).

When pressed, they often talk about how teachers just want to survive the event or that it produces such stress that it is nearly impossible to have a true learning experience.