Sentences with phrase «teachers talk too»

Research indicates that most teachers talk too much in the classroom and don't wait long enough for students to respond.

When teachers talk too much, give too much information, express their personal opinions too frequently, or tell students what to think, all these seemingly innocuous responses seriously curtail opportunities for students to exercise their own brain power.

All kids learn at different speeds, and frankly, teachers talk too fast.

Not exact matches

Wonderful teacher... get out your Bible and start reading... this guy is a wolf in sheep's clothing leading millions to an eternity in hell... the prosperity gospel he teaches is contrary to the teachings of Christ... Christ talked about abundance in life but he was speaking of spiritual abundance not material things... Scripture and Christ said in this life you will have trouble... Christ suffered in this life as did each of his Apostles... open your eyes before it is too late for you.

The best preachers and teachers do not talk too much about the self and do not concentrate on personal experience alone.

It was really helpful to see what the babies did while they were there, to talk to the teachers a little and get to know them, too.

If you think that the noise and excitement that brews during the first few days of school might be too much for her, talk with the teacher and school about a special quiet place she can go when it gets to be too much.

«It's the way that teachers talk about and model those character strengths that matters — and that goes for parents, too.»

That's one of things they're looking at or children's readiness for kindergarten and so, talking to the preschool teacher, asking them, and talking to other parents too.

There are also some topics that are not happy but are not too sad to talk about, for example, to make fun of the experience of strange teachers, the hardships of the college entrance exam, speaking of these past events can enhance understanding of each other and make the hearts of sugar daddy couples closer together.

With my children in high school, I still attend and stand in lines for each room, waiting behind some parent publicly sharing way too much personal information, so that I can talk for an awkward minute with a teacher who asks if I have any questions.

I preferred to not talk «over» the students but I could employ my «teacher voice» when I needed too.

For example, let's say a few students are talking too much and disrupting the class, so the teacher calls a restorative meeting.

«We've been in talks with a number of schools about Studytracks; as soon as we give teachers a demonstration, they're hooked too!

In education we tend to talk about pieces of a school or district (teacher quality, technology, early - childhood education, etc.) and pay too little attention to what makes schools coherent and productive organizations and how government can promote or detract from those attributes.

But talk to teachers and they tell you the opposite — that there are too many changes imposed on them that have not been thought through and that are not properly resourced.

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.

Parents, teachers, and other interested adults need to give them opportunities to become creators of their own media — and then to talk about those experiences, too.

I think when we talk about using music or art or theater in the Core classes, there is still this persistent suspicion that a teacher who plays music in the classroom must be too «soft» or «granola - y.»

The ritual unfolds with remarkable consistency each fall, says Heather Weiss, the longtime director of the Harvard Family Research Project: parents and teachers sit across from one another, «knees bunched up against a desk that is just a little too small,» talking hurriedly about goals, needs, and observations.

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.

Other teachers have come in to talk about favorite books, or books they think will reach our high school audience, too.

Don't do too much teacher talk and lengthy explanations.

And the characteristics of that teacher will be what [John Hattie] talks about: the teacher as activator, inspiring, challenging mediocrity, pushing people over the hump when learning looks too difficult... constantly providing a challenge, bringing together ideas and being an inspiring person as well as sometimes a subject content expert or a problem solver.

Of course, it's a bit of a red herring to talk about the «educational software market» with such broad, sweeping generalizations because there are a number of different types of buyers there: schools, teachers, parents, and students to name at least four «consumers» (and that's ignoring, too, the differences between K - 12 and higher education).

If entrepreneurs can be «too nice» in a public forum, self - styled reformers can be too vague — choosing to bang familiar drums like «teacher unions,» «school choice,» «accountability,» or «incentives» rather than talking clearly and concretely about the mechanics of reinventing K — 12 education.

Our authors talk about how to do that, too — from teaching study skills for independent learning to making students more aware of their own behavior to enlisting them to help their teachers turn schools around, embrace technology, and learn new professional skills.

Discourse is not simply students talking with one another although frankly that would be a start in too many of our classrooms that are dominated by teacher talk.

A high school English teacher might talk about students who write so poorly, they are too dispirited to revise papers.

Evidence like this has left some education reformers worried that they have talked too much about removing bad teachers from the classroom and not enough about respecting the good ones and keeping them there.

Just as teachers need support for talking with students about threats and violence, so too do parents and guardians.

Lets hold the teacher union accountable too for not fighting for their members or is this something we should not talk about.

Aaron Sams was one of the original co-founders of the modern flipped - learning movement, and, like Bergmann, he too has crisscrossed the globe giving talks and training teachers.

It's often talked about in terms of student presentations, but teachers can use it to for their presentations too!

There are some teachers who talk too much without causing their pupils to think hard enough that they learn anything.

A lot of people talk about the value of formative assessment, but Carol Ann Tomlinson points out that, too often, it is reduced to a mechanism for raising end - of - year - test scores when it should be an ongoing exchange between a teacher and his or her students designed to help students grow.

Another teacher, a struggling teacher who was having many discipline problems, realized that she «talked too much» (her words) and saw that kids were bored.

Teachers I know spend more time talking about the intellectual challenges of the craft than most teachers I meet in the rest of the country, where many school systems are still too broken for such converTeachers I know spend more time talking about the intellectual challenges of the craft than most teachers I meet in the rest of the country, where many school systems are still too broken for such converteachers I meet in the rest of the country, where many school systems are still too broken for such conversations.

A child may learn to say to his teacher, «When you talk too quickly during math, I get agitated because I can't follow what you're saying.»

Talking to the teacher to get insights on what IS and isn't working could help too.