Sentences with phrase «teachers understand this point»

Good teachers understand this point and earn their pay.

Not exact matches

God isn't a child with a magnifying glass pointed at an ant farm, he's a genius teacher who loves to see the moments of «eureka» when we finally understand a part of his work.

We are not at all prejudging anything about chronology, that is, about establishing the dates of the teachers and writings of the Mahayana schools — their roots are in the earliest times; rather we are trying to give the psychological and objective points of departure in which the speculations of the later schools were grounded and out of which they are therefore to be understood.

Students told us that they appreciate teachers who possess a good understanding of American life as well as of Islam: «My teacher, he's like one of the most knowledgeable people I know, but he's not knowledgeable to the point where all he knows is Islamic knowledge.

One of my own teachers told me a long time ago to be sure to understand all sides of an argument (and my extension is even to the point to argue in FAVOR of the other side).

when people get all huffy over my misuse of words or just plain wrong use of them i laugh, because i can bet my life that you still understood my meaning but rather then discuss the issue i brought up chose to insult thru the means of an english teacher — that i care not for... my point was a valid one and it makes me sad that you think yourself so far above me that you won't even bother with the conversation... tisk tisk.

The first step is recognizing that the problem is not new and understanding that pointing fingers and assigning blame (it's the parents, the kids, the schools, the teachers, the «system») only adds to the problem.

A rejected party invitation and a withdrawn student point the way for a teacher to seek understanding and respect for the child's feelings.

Even inside the classroom, a teacher is using a model or a demo in order to make the student understand the point of the whole thing.

The head of the state's largest teachers union, NYSUT President Dick Iannuzzi says his understanding is that the July 1 date is the starting point to submit the teacher evaluation plans.

He pointed out how mathematics, technology, engineering design, and science concepts can all be used to help understand many currently important science and engineering problems but acknowledged the difficulties of creating such courses when most science teachers, whether in China or the United States, have been trained to teach a single discipline.

When teachers tell their students before a lesson that they will need to prepare to teach what they learn, pupils tend to work harder to understand the material, search for the main points, organize and apply knowledge more effectively, and score higher on tests.

The collection of dedicated assessment options includes the unique Q+A module which allows one - to - one, group and peer assessment for teachers to assess students» understanding — plus the Student Journal revision aid helps with post-lesson review or can be shared with absent students to ensure they do not miss out on any key learning points.

Religion, philosophy and ethics in the modern world from a Christian perspective (J625 / 06) A simple spreadsheet which could be used by students and teachers either as a revision aid for assessment points or to track understanding throughout the course as each section is completed.

«Effective music teachers need to understand multiple contexts,» she says, pointing out that many often become music teachers because they either had wonderful experiences or want to give back what they never had.

Interestingly enough, nearly every time that I ask these kinds of questions, the teacher points out the one thing that I was concerned about, and I can simply respond with excerpts from the evaluation notes that corroborate our mutual understanding.

Clickers — handheld remote controls like the iClicker or Turning Point that allow students to answer multiple - choice questions posed by the teacher — have exploded in popularity as a tool to conveniently gauge student understanding.

As Stone Wiske's book explains, the Quilt Math curriculum represents Teaching for Understanding in action: providing multiple entry points into the topic, using visual, verbal, and symbolic methods; allowing the students to demonstrate their understanding; and enabling the teacher to assUnderstanding in action: providing multiple entry points into the topic, using visual, verbal, and symbolic methods; allowing the students to demonstrate their understanding; and enabling the teacher to assunderstanding; and enabling the teacher to assess learning.

The Teaching for Understanding (TfU) framework emphasizes generative topics — topics that are central to a given discipline; authentic, accessible, and interesting to students; fascinating and compelling for teachers; accessible through multiple «entry points» (i.e., ways of learning); and that generate and reward continued inquiry.

Another reason teachers require a deep understanding of the nature of long - term learning progress is that, in any given classroom, students are likely to be at very different points in their learning and development.

To focus the group's attention, teachers point to whatever children talk about, and paraphrase their comments to elevate articulation, introduce new vocabulary, and convey that they understand and value every response.

There's still work to do, says Duvall, pointing to the need to improve test scores and the results of last year's Student Climate Survey, in which 18 percent of Cold Springs students reported that they believed an adult at school wouldn't notice if they were absent, and 40 percent said that teachers didn't understand their problems.

Highly effective teachers, trainers and coaches work to establish and understand the points that individuals have reached — in other words, their current levels of skill, knowledge and understanding.

Similar to others out there however I have made the RAG = Understanding 123 = Effort As a lot of schools now have a numerical effort score so seemed logical to keep that the same It is double sided and has a checklist of teacher and student points I print mine in colour A5 and have them laminated on my tables

The use of small check points (formative assessment) along the way can provide both the student and teacher a shared understanding of progress being made.

During sessions, students talk through their conflicts with the aid of a teacher mediator and two trained student facilitators to give each student a chance to be heard and understand the other person's point of view.

I don't even understand how any teacher isn't on it at this point — even if they don't want to Tweet, just reading the great insight and finding fantastic resources is worth it.

I understand your point that we as educators need to find better ways to facilitate conversations among ourselves; and I agree that the use of Twitter or similar applications can help connect two similar - minded teachers that are isolated from one another in a geographic sense.

As districts grapple with implementing statutory requirements for annual evaluation, a common pain point has been the use of student growth and assessment data, including properly understanding what the legislation requires, which measures to use, how to aggregate growth measures for teachers and administrators, and reliably scoring for 25 % of an effectiveness rating.

«We have really influenced America in understanding the importance of new teacher development,» Moir said, pointing to data showing the value of rigorous new teacher training programs.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

These case studies were seen as leading the way toward a new generation of policy analysis that recognized «the importance of understanding the transformation of policy into teacher actions from the vantage point of the teachers, themselves, as well as from that of the policy system» (p. 175).

The teacher has broken down this objective into key points that guide students to understand the process for adding details to narratives (i.e. First one must understand what a personal narrative is, then know where to add details to that story.

The teachers came up with possible reasons for the difficulty: Perhaps the student did not understand that each point represents two values, did not realize the importance of looking at the scales, or had difficulty reading the graphs.

There is a clear need to gather information on pupils as they start Reception, as understanding a child's starting point enables teachers to tailor support to the child's needs going forward.

Assessments should serve as points of insight in helping teachers and students better understand their current progress.

Main points include the importance of SEL and the need for teachers to better understand SEL in order to foster it in their classrooms.

As teachers listen to student responses to a hinge - point question or note the prevalence of red or green cards, they can make on - the - fly decisions to review material or to pair up those who understand the concept with those who don't for some peer tutoring.

With teachers and principals, this helped us get to the point much quicker and also helped build way more understanding of our vision.

«From its national vantage point the department does not understand, and shows little curiosity about, the size and extent of teacher shortages around the country and assumes the head teacher will deal with gaps,» the Training New Teachers report said.

The questions or discussion points served to clarify some aspect of understanding for the teacher candidates or may serve to provide an opportunity for reflective thought by any participant of the collaboration stage: teacher candidate, postsecondary faculty, or inservice teacher.

Slowing down, understanding teachers» points of view, and being thoughtful is what has helped me this year.»

I was shown the way that point of view shapes understanding of the object of inquiry when I recently examined freehand maps of the world drawn from memory by a group of preservice teachers.1 As might be expected, the vast majority depicted North America in the center of the map and with a relatively high degree of accuracy and detail.

However, with the need for preservice English teachers to engage with technology in meaningful ways (Swenson et al., 2005) and the responsibility to develop a content - specific understanding of technology's place in teaching and learning (Mishra & Koehler, 2006), I am encouraged to stress two main points arising from the study.

This means professional development must have touch points through the year to provide shifting levels of support and context to teachers as their understanding and application grow

We now have a much greater understanding of how schools can make a difference, and, although there are still too many young people failing to achieve their potential, by underpinning our national system of schools with the values and the five key points outlined in this report, we believe both the learning of pupils and the professional development of teachers will benefit greatly.»

At that point, the teacher asks the pivotal question, «What is most important for students to Know, Understand, and be able to Do as a result of this segment of learning?»

The report said: «From its national vantage point the department does not understand, and shows little curiosity about, the size and extent of teacher shortages around the country and assumes headteachers will deal with gaps.

And agency fees require, as I understand it — correct me if I'm wrong — agency fees require that employees and teachers who disagree with those positions must nevertheless subsidize the union on those very points.

Each preservice teacher had a horizon of understanding he described as «the range of vision that includes everything that can be seen from a particular vantage point» (p. 143).