Sentences with phrase «time on classroom instruction»

Year after year, the organization has found that American high school teachers spend about 73 percent more time on classroom instruction than colleagues in countries such as Finland and Israel.

Not exact matches

For the most part, feedback from teachers cited concerns about rodents and bugs, too much going on [in the classroom], spills, and taking away from instruction time.

Once you sign up you'll get easy instructions on how to get into the online classroom and get the good times rolling with the lively lectures and handouts.

Lucie Boyadjian, principal of Glen Oaks School, in Hickory Hills, Illinois, summed up the principals» feelings about providing more hands - on experiences for future teachers: «More time in the classroom with direct instruction allows the undergraduate the opportunity to experience an entire year's worth of classroom activities.»

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

As more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classes.

Tactics include involving all of Ohio's charter schools in the lawsuit and requiring them to deliver school records on a variety of issues, tying up time, energy, and resources in matters far removed from classroom instruction.

When students are able to get foundational knowledge and skills through technology - based instruction, teachers can evolve their purpose in the classroom and focus their time on providing expert feedback on higher - order skills and tackling complex, real - world problems with their students.

That's because successful classroom instruction requires that teaching be directed to the average student; focusing too much time on the few accelerated or underperforming students takes important time away from the majority.

Behavior improves when more classroom time is spent in on - task instruction.

These approaches suggest innovations that aren't being batted about by opinion - makers yet, such as redesigning jobs to concentrate top teachers» time on instruction, putting star teachers fully in charge of multiple classrooms, and using technology in combination with in - person reach extension (for one example, learn about Rocketship Education here).

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

But in general, instruction is both lively and practical, such as in one classroom where a biology teacher, donning a lab coat, leads a lab on extracting DNA from strawberries, or a ninth - grade math class in which a teacher integrates a Texas Instruments navigator system into every part of her lesson; she has her class turn assignments in via a graphing calculator and checks for comprehension with every student in real time.

Two decades of surveys by the National Center for Education Statistics (NCES) suggest that the typical teacher spends only about 68 percent of classroom time on instruction related to core academic subjects, with the remainder consumed by administrative tasks, fund - raising, assemblies, socialization, and so forth.

Savvy administrators can meet the needs of teachers and, at the same time, set the tone for a wonderful school year by visiting classrooms those first days and weeks routinely and regularly, making sure teachers can focus on providing excellent instruction instead of having to hunt down, for example, five additional chairs or a working projector.

That assistance is available at a time when, according to information from PLATO Learning, only 1/3 of teachers report that they feel prepared to use computers for classroom instruction, and 77 percent report spending 32 or fewer hours on technology - related professional development activities.

Teachers, for example, are observed in their classrooms five times throughout the year and rated on nine explicit criteria that the district uses to define effective instruction, including how well they explain concepts and if they check for student understanding.

According to research, students with LD spend more time on task in the classroom when technology is thoughtfully integrated into instruction.

«Schools were articulating competencies and awarding diplomas based on mastery, but in many classrooms, instruction still looked similar to the old, time - based system.»

WTTW in Chicago takes a look at Intrinsic Schools, a Chicago charter school that uses blended learning and puts lots of students in one big pod, a large classroom with flexible furniture that a teacher can reorganize to create spaces for independent work, collaboration, instruction, and 1 - on - 1 time with teachers.

Due to the complexity of the study, the fact that many of the classroom variables focus on grades 1 - 3 (e.g., student level of engagement, time spent in small - or whole - group instruction, preferred interaction style), and the use of different outcome measures, the kindergarten classrooms were dropped from the analysis.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

For our final analysis, we conducted a stepwise regression in which the most powerful school level (systematic internal assessment and parent links) and classroom level (time in small - group instruction and time in independent reading) variables were simultaneously regressed on our most robust outcome measure, fluency as indexed by words correct per minute on a grade level passage.

Findings from across these studies indicated that part - or no - time release teacher leaders reduced the opportunities teacher leaders had to work directly with teachers in their classrooms and that additional release time was needed to support teacher leaders» influence on teachers» classroom instruction.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

Such research would, in a single effort, examine school level factors (e.g., building climate, home - school relations, schoolwide organization for reading, collaborative efforts) while examining classroom / teacher factors (e.g., time spent in reading instruction, time on task, student engagement, approaches to word recognition and comprehension instruction, teachers» interactive styles).

Many teachers tell me that they just don't have time for vocabulary instruction on top of everything else they need to do in the classroom.

Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in instruction in their own classrooms.

The ANOVA on time spent in small - group instruction revealed an effect for level of teacher accomplishment, F (2, 60) = 3.08, p =.05, with students in the classrooms of teachers rated as most accomplished spending more time in small - group instruction (M = 48.25 minutes per day) than students with teachers rated as moderately accomplished (M = 38.67 mpd), who, in turn, spent more time than students with teachers rated as least accomplished (M = 25.35 mpd).

Finding time to do a «mini-lesson on how to resolve a conflict» is difficult, she said, when teachers are already balancing instruction with managing general classroom behavior.

Kathleen Cotton found that only 50 % of classroom time is spent on instruction while the other 50 % is consumed by behavior management.

These students are reaching the halfway mark in their teacher education programs and one of my most important goals is to create a sense of energy and motivation as they — for the first time — take on the responsibility of working with small groups and organizing instruction for whole classrooms of students in Milwaukee's high needs urban schools.

The SAM process is designed to free up principals» time so they can focus on improving instruction in classrooms.

In the PBS News Hour video below, Will Miller from Wallace Foundation says, «The most important thing from what the research tells us is that the principal needs to concentrate their time on improving instruction in the classroom, because that's the thing that makes the most difference for the kids.»

In the classroom, teachers will use formative assessments to quickly adjust instruction based on information they are gathering in real - time about their students» learning.

Teachers have been calling attention to the problem of overtesting in public schools for years, and this weekend the Obama administration finally responded by releasing a plan to reduce testing, saying no more than two percent of classroom instruction time should be spent on tests.

Supplementary Instruction - Coordinating times with other teachers, staying on schedule, having something for drop - in students to do while waiting for instruction, getting returning students involved again, activities when supplementary instruction is not held, in - class aides, content mastery classroom, andInstruction - Coordinating times with other teachers, staying on schedule, having something for drop - in students to do while waiting for instruction, getting returning students involved again, activities when supplementary instruction is not held, in - class aides, content mastery classroom, andinstruction, getting returning students involved again, activities when supplementary instruction is not held, in - class aides, content mastery classroom, andinstruction is not held, in - class aides, content mastery classroom, and inclusion.

Jefferson County's Sheri A. Rhodes said she felt like she was failing her gifted students because so much of her time was being spent on students who were below grade level, but then she discovered how differentiated instruction could help everyone in her classroom.

DSISD uses a classroom rotation model where teachers alternate on a weekly basis between facilitating Personal Learning Time (PLT) and Project Based Learning (PBL) using daily formative data to provide small group instruction tailored to students» Personal Learning Plans.

Atkinson says there are two reasons why tests are so important: The first is to judge how schools are doing (for the first time, schools this year were assigned A-F grades based largely on student test scores); the second is to figure what the students know to drive classroom instruction.

Our analysis of 2014 teacher survey data,... showed that 50 percent of eighth grade teachers reported spending 3 to 5 hours per week of classroom instruction time on social studies....

On three occasions (fall, winter, spring), each teacher who agreed to be in the data collection sample was observed for an hour during reading instruction time, to document their classroom practices in the teaching of reading.

Powerful, on - demand filters then help users to drill down and examine data at the district, school, teacher, or classroom level; identify trends over time and pinpoint any exceptions; make comparisons; and determine areas that need attention so they can make informed decisions about the instruction and resources that support student learning.

This can take the form of differentiated instruction in the classroom, extended learning time, access to one - on - one or small - group tutoring or new online tools.

Long considered critical support for teachers in their first years on the job, induction programs typically offer a lot of individualized mentoring from more experienced educators and time in classrooms to observe exemplary instruction techniques.

My goal next year is to teach one class and spend the rest of my time coaching, co-teaching, and working on planning and instruction in classrooms.

Jerenze Campbell, reporting from his viewpoint as a principal coach in Maryland's Prince George's County Public Schools, describes the constant barrage of new initiatives — and the endless meetings and trainings that come along with them — that have resulted in less time to focus on students and classroom instruction.

But not all tests produce reliable or actionable insights, and the hours - or even days - long process can be self - defeating, draining students and encroaching on valuable classroom instruction time.

Among the explanations for small class effects are improved teacher morale, more time spent by teachers on individual instruction and less on classroom management, along with fewer disruptions and fewer discipline problems.

With our classroom teacher partners, we build instruction; we build projects and assessments that focus on creativity and knowledge building using the information tools and strategies of our time.