Sentences with phrase «time teacher interaction»

Wolpert - Gawron discusses the necessity of protecting face - to - face (F2F) and real - time teacher interaction while conducting online programs and presents five necessary components for creating blended - learning models.

Not exact matches

Cooperative Learning: Circle Time is a group experience of high - energy songs, dances and question - and - answer interactions between our students and their teacher.

It is important to have plenty of interactions with children and not use screen time as a babysitter and teacher.

The interaction of teacher and parents also can become more deep and meaningful over time, and they can cooperate in helping the child.

Instead, the centerpiece of the teachers union's interaction with Mayor Bill de Blasio's administration is paid parental leave, in which teachers would be guaranteed pay for a certain number of days each year if they have to take time off to care for children.

The small class size promotes good teacher - student interaction; in some ways, he suggests, class time is just a natural extension of the rest of life at Choate Rosemary Hall.

It is important to research the teacher online as well as offline as the online research can point you towards a good yoga teacher but it's the first hand interaction that will actually show you how the teacher is in real time.

Teachers who are not provided with additional training and with the support of special education personnel, they told me, have neither the time nor the specialized skills necessary to adapt curriculum or to develop activities that encourage appropriate social interaction.

Teachers will have far more time to work with students one - on - one and in small groups and target their interactions in more meaningful ways.

Connecting: Virtual worlds allow for real - time interaction with far - away students or teachers.

But, you say, most open house nights are contrived, ritualistic events that leave very little time for real and positive parent - teacher interaction.

It gets you, the teacher, out of your comfort zone, but in return enables you to spend more time coaching your students as they engage in meaningful tasks and interactions in class.

Learners have more time to engage in actual, meaningful interaction in the target language in class, where the teacher is available to offer timely feedback and assistance.

I have two sons, so I have had considerable interaction with teachers at several different schools over a fairly long period of time.

After declaring, «there is no secret,» Friedman fell back on some stock explanations for high achievement, focusing in particular on changing how teachers are trained and re-organizing their work day to allow for less instruction, more professional development, and ample time for peer interaction.

This kind of student learning and the in - depth interactions with teachers that it entails requires time.

Other children, even in the same program or grade, spend most of their time passively sitting around, having few if any interactions with an adult, watching the teacher deal with behavior problems, exposed to only boring and rote instructional activities.

[354] It is very difficult for a half - day program to provide sufficient time for teachers to conduct learning activities and intentional instruction in small group and one - on - one interactions in the areas of skill development experts believe are important to later school success.

Online teachers are separated from their students in space and time and must rely on technology for all interaction and communication.

During that time — the bulk of his career — he was immersed in the everyday difficulties (which vexed but impressed him to no end) of building high - performing schools; he was in constant interactions with teachers, principals, and students; and he exercised hands - on leadership in pursuit of tangible results.

Experienced practitioners suggest that it is important for teacher leader program designers to «adjust expectations accordingly» and «start small» in terms of determining how a no release time teacher leader can be a positive influence on the interactions and encounters with teachers that are already in place.

A two - way (teacher accomplishment by grade) ANOVA showed a statistically significant effect for grade level, F (2, 54) = 7.90, p <.01, with a strong tendency for whole - group time allocations to increase with grade level, but no statistically significant grade by teacher accomplishment interaction.

The total number of times a teacher was coded as engaging in each of these behaviors (more than one was possible within each segment) was calculated, and the behavior coded most frequently across all five observations was determined to be the teacher's preferred interaction style.

Various affordances of oTPD include high - quality learning opportunities, access to experts at low costs to districts, ample time to reflect prior to interaction, flexibility for teachers who have busy work lives, and personalized learning spaces (Dede et al., 2009; Sprague, 2006).

Mrs Ho - Sam said: «We made sure that we did not compromise the curriculum hours for each subject, and that the teachers still have sufficient interaction time with the girls during lessons.

It's critical to work with teachers to help them make the best use of classroom time and ensure whole group class time is used for the types of interaction and community work that can only be accomplished when all of the students are together.

[B] y the time some black students reach secondary school, their histories of discipline and negative exchanges with teachers may set up patterns of interactions that result in office discipline referrals.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

Hawkes and Rosmiszowski (2001) discovered that computer - mediated discourse achieves a higher overall reflective level than do reflections generated by teachers in face - to - face interactions, recognizing the value of time independence for providing a greater chance to ask reflective questions.

«In 17 years, no individual has impacted my work as an educator and transformed my interaction with teachers, administrators and students as Coach Heidi has through the eye - opening process of Real Time Teacher Coaching.

But, teaching can also feel professionally isolating at times, with daily interaction with fellow teachers limited by the school schedule.

Video can be paused and reviewed multiple times, allowing teachers to slow down the work of teaching and to examine teaching and learning interactions as they occur during classroom lessons (Brophy, 2003).

Further this data suggested, unlike teachers in either Japan or Germany, that our teachers do not have much time or structured opportunity for interaction with colleagues about instructional issues.

Teachers should focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior — what I call a high ratio of positive to negative interactions.

If families are inclined to consider online education anyway, NPE advised, parents need to get information on to class size and teacher / student ratio, how much time is dedicated to actual teacher / student interaction, what the school's retention and passing rates are and what kind of commitment parents have to make to ensure success.

Whether in the classroom or at home, real - time data from student interaction is sent to the teacher, fueling customized lesson plans based on each student's needs.

Using technology as a tool creates a greater need for teachers and provides more time for student - teacher interaction.

Discipline data revealed that boys were three times more likely to have a discipline referral and three times more likely to have interactions with teachers in the classroom, but they also had lower GPAs.

By the time that child reaches middle school, the interaction between by any one of his or her teachers drops from 30 hours a week during the school year to five.

At the same time, the interaction between experience and learning style indicated that more experienced teachers, even those with an ST profile, were less likely to leave.

Rather than building one - size - fits - all lesson plans, teachers use reports and real - time feedback generated by the learning platform to plan their interactions with students and provide intervention where needed.

Enabling rich social interactions with peers and teachers Technology can facilitate the transmission of real - time data among students and teachers, enabling formative, actionable feedback that can enrich the learning process.

Although busy teachers — particularly those at the secondary level — do not have the time for extensive interaction with all students, some teacher actions can communicate personal interest and concern without taking up much time.

Schools have a tendency to shy away from actively teaching digital citizenship due to time constraints in the curriculum, concerns about student - teacher interaction online, as...

Smaller groups appear to be better - groups of 3 to 4 students are usually more efficient than larger groups of 5 to 7 students in terms of teacher and student time, lower cost, increased instructional time, increased peer interaction, and improved generalization of skills.

Student interactions are generally kept to a minimum with silent lunches, silent transition times, and talking in class limited to being called on by a teacher to answer specific questions.

It is preferable that you take the campus courses, because they allow for direct interaction with teachers, more time in labs and clinics, and a better overall education.

Research makes clear that the benefits of early childhood education come from programs where teachers have the time and resources to provide age - appropriate activities and engage children with positive interactions.36 This in turn requires small class sizes and adequate compensation to recruit and retain highly skilled teachers.

In addition, programs need to be staffed at a level that allows for teacher - child ratios that are appropriate for the age of the children and the size of the group, such as those required for programs accredited by the National Association for the Education of Young Children.44 Low teacher - child ratios enable teachers to focus on the individual needs of the children and engage them in meaningful interactions.45 This means having both an adequate number of teachers specifically assigned to a classroom, as well as providing sufficient substitutes or floaters to cover for breaks, planning time, and paid leave.

Intensive professional development and in - class support for preschool teachers produced more positive teacher - student interactions, more effective management of challenging behaviors, less problem behavior, higher engagement in learning, and more instruction time.