Sentences with phrase «then as a classroom teacher»

Below are ten tips about designing, developing, and successfully implementing such a program, gathered through my four years of working in the mindfulness and education movement: first with Inward Bound Mindfulness Education, then as a classroom teacher, and now as an independent consultant.

Stacey Lange has been working in education for the past 15 years, beginning as an educational assistant, then as a classroom teacher and now as the Academic Dean at Walker Elementary in the West Allis — West Milwaukee School District.

He has devoted most of his professional life to improving education, first as a college professor and then as a classroom teacher, policy advocate and teacher union president.

From there, she joined the Simcoe County District School Board as an Educational Assistant and then as a classroom teacher.

Not exact matches

The Early Learning Center also serves as a learning lab where New Legacy students explore healthy child development and positive parenting and then apply the learning — in collaboration with the early learning teachers — in the classrooms.

With community support, we eliminated high - fructose drinks from school vending machines and banned sweets from classroom parties (a hard swallow for those drinking the same sugary punch as Cookie Crusader Sarah Palin); changed the tuition - based preschool food offerings to allergy - free, healthful choices; successfully lobbied for a salad bar and then taught kids how to use it; enlisted Gourmet Gorilla, a small independent company, to provide affordable, healthy, locally sourced, organic snacks after - school and boxed lunches; built a teaching kitchen to house an afterschool cooking program; and convinced teachers to give - up a union - mandated planning period in order to supervise daily outdoor recess.

Dr Lyonette added: «Those women who did survive all these struggles tended to do quite well but many either dropped out and returned to their old job or finished the degree and then went into a job which didn't really require a degree at all such as a classroom assistant instead of a teacher.

Also expressing satisfaction with the cross-fertilization of the various communities represented at the Noyce Summit, Shirley Malcom, director for AAAS Education and Human Resources Programs, said it is possible to experiment with new classroom methods and then to «backfill» according to what the research bears out in order to bolster and improve preservice education of STEM teachers, and STEM education itself, as quickly as possible.

As such, decisions to «give» teachers more devices tend to originate from the wrong starting place; teachers should be designing their classrooms and schools and then discussing, with leaders and technologists, what devices can best support that design.

These spikes act as an incentive for teachers to stay in the classroom until their pension wealth reaches its peak and then push them into retirement shortly thereafter, as pension wealth accumulation turns negative.

They saw them as having very low social skills (lower than anybody else) they saw them as the most disruptive to the classroom, in need of attention from the teacher almost constantly which then interrupted her ability to teach and to work with the other children, and they were regarded as a huge problem that had to be managed in some way.

With nearly half of all new teachers leaving their classrooms within five years and as many as a third of the nation's teaching force readying for retirement, some education and political leaders seem to believe that education can solve its human - resource challenge by becoming more like the military: sign individuals up for short - term enlistments, prepare them in intensive boot - camp experiences, and then send them to the front lines.

In the classroom, teachers simply do the best they can for as long as they can, and then, when they are at their «wits» end,» they bounce the kid to the office.

Dreeben and Barr describe as «technological» the ways in which teachers form groups and then instruct them; not technological in the sense of using computers or electronic media but in the sense of applying craft knowledge in the pursuit of an occupational end, in this case, the goal of organizing a classroom full of first graders so that they can be taught how to read.

Teachers as well felt like they couldn't teach in as much of an ad - hoc way; there's a certain degree of, you know, you prepare as a teacher and then there's a whole lot of stuff that happens in the classroom that you roll with... but when you're sort of «performing» on a screen as well, there had to be a lot more preparation.

Schools could then access these materials and redeploy their (less qualified) teachers as classroom coaches that support the online instruction.

How about the history classroom, where instead of listening to a teacher lecture about ancient Athens, students take a virtual tour and then use 3 - D design software like SketchUp to build a simple model of a Greek temple as a way to internalize classical principles such as balance?

I worked as a preschool teacher for a total of five years, for three years while completing my bachelor's degree, then for a year with infants and toddlers at a hospital daycare center, and finally in a «reverse mainstream» early intervention classroom for children with developmental delays at the University of Kansas.

If student motivation and higher engagement is truly the desired end game, then we as teachers must adapt right along with our students in our classrooms.

Should a teacher fail to have any of these, then it is likely that the learning in the classroom will not be as successful.

As applied, this means that if teachers or other staff members leave classrooms or other locations where they are supervising students unattended, even for brief periods, then they and governing boards face potential liability for reasonably foreseeable harms such as fights and injuries from thrown objectAs applied, this means that if teachers or other staff members leave classrooms or other locations where they are supervising students unattended, even for brief periods, then they and governing boards face potential liability for reasonably foreseeable harms such as fights and injuries from thrown objectas fights and injuries from thrown objects.

As the aim of CPD is to develop teachers» provision and enable them to then apply these approaches independently and confidently in the classroom, CPD must contain material that is relevant to teachers» day - to - day experiences and should be tailored to suit the needs of the staff and educational setting.

If, within schools, students and teachers are randomly assigned to classrooms (as in Project STAR), then is independent of conditional on.

One of the key features that create these peculiarities is retirement eligibility rules that disproportionately reward the attainment of certain service benchmarks, such as «25 - and - out» rules that encourage teachers to remain in the classroom for 25 years and then retire immediately thereafter.

The model, developed and used in Japan, involves collaborative planning among teachers in which they create a lesson as a group then one teacher is observed using the lesson in the classroom.

Glazer et al. (2006) reported that teacher leaders employed demonstration lessons to introduce pedagogical techniques and then transitioned to other forms of instructional support (such as classroom observations) as teachers implemented these techniques in their classrooms.

I worked in the private sector through college and when I came to Nashville I first worked as a classroom teacher, then transitioned to an office administrator and ended up in school leadership.

If this is true, then teachers have the opportunity to light fires every day as they teach from classroom to classroom. STEDI.org provides the tools to light these fires!

Insight in Action In efforts to reform a district's entire K - 12 mathematics program, it was the teacher leaders» role to learn the lessons taught as part of the program's professional development and then teach the lessons in their own classroom.

We have found some success by starting with teachers who volunteer to participate, creating some success in these classrooms which we then try to make public, and then using data as well as actual classroom visits to make a compelling case for the value of the work.

After seven years in the classroom and then two years leading teachers in the field as a master educator with District of Columbia Public Schools, Angela spent six years with the National Academy of Advanced Teacher Education (NAATE), cultivating NAATE's strategic partnerships, developing content, and leading learning sessions for teachers and aspiring school leaders.

As we support teachers in this work, we've found the Someday / Monday metaphor to be a helpful way to think about the steps we'd like folks to take.1 On the one hand, if technology doesn't help teachers make substantial changes in classroom practices — if their classroom isn't «someday» a very different place — then the technology investments often aren't worth it.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in schooAs a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in schooas a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

If we, as teacher educators, wish to prepare our students to use IWBs, which are becoming increasingly prevalent in classrooms, then we must model how best to utilize the device to teach social studies effectively.

If these are the questions, then the answers must explicitly link the educational leaders» success to teachers» success in the classroom and to every student's success as a learner.

In their internships, students serve in local classrooms essentially as apprentices, initially in an observational role and then gradually taking on responsibilities for supporting group work and even co-teaching at times with their cooperating teacher.

If we are going to develop facilitators / teachers to work in a virtual classroom, then they also have to practice with that and see a professional model, the kinds of experiences that they will have... If we use our teacher education program as a model, then the logical next step would be that the student facilitator would get practice teaching or facilitating a lesson, probably not taking on a whole curriculum.

· Teacher compensation should be restructured to provide more incentives tied to performance, first by significantly reducing the number of steps on the salary scale, and then by phasing in a performance based system as the value - added assessment model evolves to the individual classroom level.

«One of I think the most powerful things in this was that our teachers were then opening up their classrooms to their peers and instead of us saying, «Hey listen this is a really great practice» as administrators, the teachers were saying, «Hey, listen you really got to try this because in my class it works.»»

She started her career as a classroom teacher and then school psychologist.

According to Dylan Wiliam, Emeritus Professor of Educational Assessment at the University of London's Institute of Education, and a former teacher, the evidence suggests that most new teachers improve for the first two to three years of their career, as they learn how to manage classroom behaviour, and then stop improving.

«As a classroom teacher myself — first teaching high school students in the juvenile justice system, then middle school, then third grade — I had seen the amazing changes that happened when students were asked to think for themselves instead of sitting passively while their teacher «delivered» instruction.

Shift schedules where you've got to squeeze in twice as many kids into a building as can fit there, by putting them on shifts, and having the teachers, you know, teach for three months, and close down a classroom for a month, and then open it for three months.

Karen Hutchison, Director of Elementary Curriculum and Professional Development, says that teachers in her professional development sessions are benefiting from ST Math just as much as their students, learning new math concepts they can then reinforce in the classroom.

He has previously worked in the field of education in numerous capacities; first for San Francisco Unified School District as a AVID tutor / classroom assistant, and years after he worked at an Education based non-profit, Aim High for High School, both as an in classroom teacher and then transferred over into an administrative role in the Development / fundraising department.

Mr. Grossman, a teacher on special assignment to the district's department of curriculum and instruction, and his colleagues are helping teachers carry out the common core in their classrooms by finding and providing them with resources and original sources, and then gathering and synthesizing teacher feedback as they test out new lessons and curricular materials in their own classrooms.

I am a life - long professional educator — first as a classroom teacher, then as a school counselor, finally as a school administrator.

The electronic tools facilitated the collection of focused classroom data, made it possible to immediately share those data with teachers, and created a data base for analysis of data at the classroom, grade - level, subject area, and school - level which could then be used to plan professional growth for individual teachers, grade - levels, subject areas, as well as setting annual school goals (eObservations).

Then the critical piece - Teachers make a plan by scheduling a day and time for the observation to take place and consider any needs such as coverage for classrooms, time to reflect after the observation, etc...

Most began with an Enhanced Scope and Sequence (ESS) Sample Lesson Plan designed to be taught by one teacher, then offer suggestions as to how co-teachers can effectively utilize the expertise of each to enhance that lesson in a co-taught classroom.