Sentences with phrase «term with student teacher»

I think this process is sustainable over the long - term with student teacher support, but I might be wrong.

Not exact matches

Even when confronted with assignments specifically designed to engage them, and even when students are aware of the teacher's desire to engage them, students describe their school experiences in disengaged terms.

«We need to make sure that the students, their families and the teachers get the support they need on a long - term basis to ensure that they can lead productive lives,» Weingarten told reporters after private sessions with the teachers.

«We are in the process of discussing its implications with teachers in the field, including school psychologists, social workers and guidance counselors who, along with school nurses, actually deal with mental health issues on a long - term basis with students,» Korn said.

The rubric will also be useful, the researchers concluded, in focusing curriculum developers» and teachers» attention on the importance of engaging students with natural phenomena (or in solving problems) and making sense of them in terms of NGSS core ideas, crosscutting concepts, and science practices.

She started hearing from teachers using her items in their classes, high school and college students referencing them in term papers, people writing her with questions, and researchers telling her about their papers and findings.

Our visual diagram of each method helps teachers talk with students about the steps of the Scientific Method and the Engineering Design Process in terms that are accessible and appropriate for student - level research and experimentation.

We have experienced this negative phenomenon first - hand by having had a district - wide contract rescinded before the program even started due to fear caused by media attention generated from a single parent in single school who took offense to a classroom teacher leading mandala coloring and using the term, «Namaste,» with her students.

In teacher Amy Lyon's Perseverance Walk lesson, fifth grade students have an opportunity to interview someone who has worked hard toward a long - term goal, then create and share a presentation to illustrate a life lived with grit.

It examined a larger number of students over a longer period of time with more in - depth data than many earlier studies, allowing for a deeper look at how much the quality of individual teachers matters over the long term, the Times reported.

The program begins with a discussion with John Friedman of his research (with Raj Chetty and Jonah Rockoff) on the long - term impacts of teachers on student outcomes in adulthood.

Teachers can use these lessons in BTEC Level 2 Business Award / Certificate / Extended Certificate / Diploma The resource contains a variety of presentations, worksheets, equipment checklist, student tracker, teacher tracker, glossary of terms, student self assessment and a workshop planner to teach Unit 1 learning aim B to your students ** If used with BTEC level 2 learners, then the resource will help learners prepare for the whole of learning aim B ** The lessons were approximately 3 hours long

In teacher Amy Lyon's Perseverance Walk lesson, fifth grade students have an opportunity to interview someone who has worked hard towards a long - term goal, then create and share a presentation to illustrate a life lived with grit.

«Indigenous teachers who teach within their own communities are best positioned to make lasting connections with the students, and to know and understand the intricacies surrounding each individual student, in terms of their family situations.

Teachers can use these lessons in BTEC Level 2 Business Award / Certificate / Extended Certificate / Diploma The resource contains a variety of presentations, worksheets, equipment checklist, student tracker, teacher tracker, glossary of terms, student self assessment and a workshop planner to teach Unit 1 learning aim A to your students ** If used with BTEC level 2 learners, then the resource will help learners prepare for the whole of learning aim A ** The lessons were approximately 3 hours long

I am a San Marino High School (CA) social studies teacher and for the past several years I have increasingly required my US Government students to think critically by engaging in a semester - long group project that culminates with an end - of term - presentation.

Working with a student with a learning disability does not affect a teacher's ability to read, nor does teaching a student with mental retardation affect one's ability to think in abstract terms.

While a long - term connection with a student doesn't inherently provide insights, a teacher's questions, observations, and a willingness to listen offer an opportunity to learn more about the student experience of school.

This glossary contains over 80 visual art terms with easily understood definitions for both teachers and students.

Contextualized with case studies you can find elsewhere on TES online, teachers can print out slides as worksheets and help students to develop their knowledge of these two complicated terms.

The pattern will make planning difficult not only in terms of students, but also with regard to the need for school buildings and the demand for teachers, according to the report.

Although most of EVC's work is with teachers and students, their parents, friends, and community members join in the dialog during end - of - term screenings of student work and through portfolio roundtables during which students present and comment on their work to a small group of teachers, peers, EVC staff, and others.

Recent evidence suggests that the teachers with larger student - achievement gains on state tests also seem to have students with greater long - term career success.

To achieve these objectives, KIPP schools leverage strong student - behavior policies with rewards and sanctions; contracts between students, parents, and teachers; longer school days and school on Saturdays; substantial autonomy for principals; and close monitoring of school performance in terms of student achievement and college readiness.

Now, we looked at doing that but we've actually moved away from that recommendation because of what the research says in relation to intervention strategies and the fact that getting my teachers to run the intervention and manage classes wasn't an effective teaching strategy in terms of how they were dealing with student improvement.

The letters stand for «total student load,» which Mr. Ouchi defines as the number of students that teachers come in contact with each academic term and the number of papers they grade.

We stand for quality in terms of initial teacher education and we believe it's vitally important that students have access to high - quality teaching courses and that those courses provide them with the particular expertise they need to be classroom ready at the end of that study.

In terms of policy, one might speculate that if a nation assesses the performance of students with some sort of national exam and uses this information to monitor teachers, teachers will put aside their other interests and focus mainly on raising student achievement.

So, for teachers who want to help students come to terms with the what and why of humankind's oldest delinquency, we offer a small, admittedly random selection of some of the most compelling, honest views of war, often written by the warriors themselves.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

With the transition to the Common Core comes a transition to new assessments that better measure if students are on track for college and career readiness — and while test scores may temporarily drop, educators expect the short - term decline to improve as teachers and students are better equipped to meet the new standards

Yet robust evaluations of NMSI's program, conducted by the economist Kirabo Jackson, show how incentivizing outcomes can powerfully affect both short - and long - term student outcomes, particularly when coupled with teacher support (see «Cash for Test Scores,» features, Fall 2008).

In term 1 this year, Year 6 students harvested zucchini from the school garden and cooked up a zucchini slice, and Year 3 students harvested produce to use in a cooking session with the school's Mandarin teacher.

If teachers are to provide all students in a class with learning experiences that will stretch and challenge them, they must be able to differentiate their teaching to meet the needs of students who are at quite different points in their long - term progress.

On the issue of communicating with parents and families, the report says many schools have brief parent - teacher interviews and term reports that don't «do justice» to the work being done by teachers, or the efforts of students and the progress that they are making in their learning.

By drawing closer to your students and closing the distance between the terms friend and teacher, you'll create a space where your students will feel comfortable and safe to interact with you.

Clare Othman, Operations Director, Supply Desk, specialists in matching school staffing needs with the best available SEN staff - permanent, long - term and supply - gives her top tips on how to identify dyslexia in students Teachers who are able to identify dyslexia in affected students provide a wonderful benefit to those students.

Funded by: The Spencer Foundation Amount: $ 50,000 Dates: 9/1/17 — 8/31/18 Summary: Improving the special education teacher workforce is especially important for students with emotional and behavioral disorders (EBD), as these students are at high risk for poor long - term outcomes.

My current position as a professor in higher education gives me the opportunity to share what I have learned with current and future school leaders, and allows for some lively discussions among my graduate students in terms of what it means to be a great teacher.

The information obtained by a mentor through interaction with the new teacher while engaged in the mentoring activities of the program shall not be used for evaluating or disciplining the new teacher, unless withholding such information poses a danger to the life, health, or safety if an individual, including but not limited to students and staff of the school; or unless such information indicates that the new teacher has been convicted of a crime, or has committed an act which raises a reasonable question as to the new teacher's moral character; or unless the school district or BOCES has entered into an agreement, negotiated pursuant to article 14 of the Civil Service Law whose terms are in effect, that provides that the information obtained by the mentor through intervention with the new teacher while engaged in the mentoring activities of the program may be used for evaluating or disciplining the new teacher.

A new year and academic term brought with them the release of 2017's teacher recruitment figures and the overall picture is bleak with the number of students training to become teachers falling by a third.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

Eric Hirsch, director of special projects with The New Teacher Center at the University of California, Santa Cruz, observes, «When you ask teachers what conditions matter most in terms of their future career plans and student learning, professional development has come in last on every survey we've done.»

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.

The union representing Ireland's secondary - school teachers reacted with a statement saying that a major strength of the Irish education system has been students» perception of their teachers as «an advocate in terms of nationally certified examinations rather than as a judge.»

To close the lesson, the teacher planned that «from now on students will look at the paper each morning and find some important terms and then check the weather outside with that day's forecast.»

From the beginning, many were leery of trying to accomplish both purposes with one instrument, but the advantages in terms of teacher development, instructional practice, and student engagement motivated educators to try (Aschbacher, 1994; Haney 1991; Mehrens, 1998; Valencia, 1991).

The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K — 12 teachers need to successfully instruct and support students receiving special education services.

Classroom teachers of all grade levels and subject areas can do the same in terms of reaching out to experts in the field via Twitter, LinkedIn, Facebook, and now even Instagram and inquire about connecting with their students.

Seventh - grade students are in groups — some students are around a computer conducting a virtual lab, others are working with their teacher reading an informational text about the phases of the moon, and others are on the floor exploring interactive glossary terms with an iPad.