Sentences with phrase «types of teachers when»

Not exact matches

Mainly, because in all the verbiage about freedoms of beliefs there is something so important, so blatantly acute yet everyone do not even mention it, except - oh genial me: Why would anyone in the whole world support any type of creed / belief / religion where a whole lot of humans — as in millions of human women — are not allowed to go to school, to even just read and write - less become a teacher, doctor, lawyer, president of their own companies, their own countries, mutilated by the millions when they reach puberty, WHY is this allowed?

• Shake up the parental leave system so fathers can spend more time with kids under two years - old • 25,000 more dads per year to sign their child's birth certificate, to reach international standards and halve the number of those who don't • Dads able to stay overnight in hospital with their partner when their baby is born • Modern and relevant antenatal education for both parents • Dads reading with their children in all primary schools • Family professionals — midwives, teachers, health visitors, nursery workers, social workers — confidently engaging with dads as well as mums, and supporting all family types.

When their teacher introduces a challenging new type of math problem, they probably both experience frustration and make similar errors.

When I became a teacher, I was so happy that I didn't need to deal with that type of clothes everyday anymore.

When we control for the socioeconomic status of both the student and school, our findings are the same: student characteristics are not related to the type of teachers that parents prefer, while school characteristics are strongly related to parental preferences for teachers.

This pack includes colour coded classroom display posters, key words, key questions for display, a prompt sheet for teachers when discussing artists and student ideas to help to guide you into asking the right type of questions.

If teachers ask themselves these types of questions when learning about design thinking, the results could be amazing.

However, students who aren't lucky enough to connect with a teacher may not get this type of support when they need it most.

Project - based learning teachers can choose from among many types of driving questions, but sometimes we get stuck when trying to come up with a great one because there are so many considerations in the design process that informs the crafting of an effective driving question.

It is only a matter of time when teacher and «brick - and - mortar» - type education and online learning go hand - in - hand in China.

When a student seems to be struggling with any type of issue, the student's teachers, parents, and the SST will meet to discuss and resolve the problem.

I did a little bit of that, but one of the problems that I faced was that when you do that you're basically looking at particularly types of literature — largely journal articles — and a lot of teacher supply and demand data come from what we call «grey literature», which is literature that isn't published by recognised publishing houses.

With regard to other forms of abuse, such as verbal confrontations on the school premises, it is also important for schools to have policies and mechanisms in place when it comes to dealing with this type of issue, so that teachers can be assured that any concerns that they raise about these issues are dealt with fairly and robustly.

This type of leadership emerges when teachers see interactions with colleagues as opportunities to make sense of practice accepting a mutual exchange of insights, with each moving between leading and learning according to their expertise.

When I talk with parents and teachers about why parents are not attending cyber safety talks, the types of responses I get in regard to why parents are not showing up can be summarised like this:

However, how we acknowledge this leadership and learning connection in terms of language remains a difficulty because who counts as this type of leader is always a tension when highlighting the collective rather than individual space in which teachers lead.

Still I do not think any of us presumes to think that teachers will remain in positions as long as their predecessors did when many other types of occupations and professions were not open to women or people of color.

We also find no differences across school types when we measure the degree of teacher autonomy.

The primary purpose of the study was to identify the decisions that preservice special education teachers made and the types of knowledge they used when making these decisions as they integrated iPad apps into lessons with students who had mild disabilities.

Though we have little doubt that teachers, principals, and school leaders in district schools genuinely desire to enact the types of reforms that will benefit students, the traditional incentive structures that have long dominated K — 12 education stifle bold action when and where it is needed.

For example, when learners were asked to draw conclusions, their teachers noted four types of errors within the student responses:

And when we talk about improving public education, and the very real and increasing threat that is coming from the corporate «education reform» types, who want to layoff teachers, ban or reduce collective bargaining rights, take - over public schools and transfer the care and control of our public schools to various third parties... let's not forget that many districts do not fund enough IA positions and every district fails to fairly compensate IAs for the incredible work they do.

In the introduction of new material, the teacher defines and identifies each type of angle pair formed when a transversal cuts two parallel lines.

When too much time is spent on these types of assessment, teachers don't get enough information to help them understand why students aren't achieving.

When states are placed on the continuum based on their teacher plan type, it's evident that a majority of states still enroll teachers in a traditional defined benefit pension plan.

Both teachers «raised complex questions about the use of these types of assessments that states may wish to consider when deciding their state testing plans.»

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.

Newark Teachers Union President Joseph Del Grosso said the principal is responsible when that type of mentality arises.

Teachers most often encounter these types of behaviors when dealing with students who are identified as having emotional or behavioral disorders and therefore have an IEP.

For example, when a teacher tweeted about having her students engage in a particular type of project, a participant asked, «What kind of timeline do you give your students?

Maybe when teachers demand the type of assessment Linda mentioned at the start and end of the year to see how students are performing and then doing what is right for that child.

If we have $ 200 million to give, pay teachers to stay after school longer... I'm upset because we as a legislative body, we can sit here and make these type of policies and make these type of assumptions that this would work, when in reality many of you have not stepped a foot in a classroom... let's be honest, just because you bring in a different entity you're going to change the dynamic?

While there is a time and a place for this type of assessment, teachers should not feel confined to this traditional approach when lesson planning.

In particular, when teachers are asked to compare software of different type and to discuss what kinds of knowledge they engender (building on Squires & Preece, 1996; Squires, 1997) and at what points in the curriculum they should be used, we have found that they develop more pedagogically rich conceptions of and positive attitudes toward technology (Kurz, 2004).

Here, we should emphasize the difficulty many teachers experience when they encounter the type of fundamental change presented by inquiry - based practices (e.g., Windschitl, 2002).

What type of professional learning experiences lead to this kind of intense teacher commitment, as seen in this teacher's statement, to value all students even when it challenges established teaching patterns?

When curriculum and assessments are selected and instructional lessons are planned and implemented, it is important for leaders, teachers and students to understand different types of assessments that might be used.

Although parents may not be very familiar with performance assessments, the literature shows that they can become comfortable with new types of assessments when schools and teachers mount a well - designed program of public information.

These types of experiences, when implemented effectively, provide some of the best opportunities for beginning teachers to see how different classroom variables (e.g., resources available in classrooms, class size, and student demographics) can have an impact on teaching methods and strategies (Brush et al., 2003).

Once teachers get over not having to provide all information, «they begin to settle into the coaching role of knowing when to step in and help the student, and what type of support to provide, Lopez says.

When selecting readings, effective teachers consider the types of prior knowledge that ELLs may or may not possess.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

Teaching energizes me when I reflect on the type of student I was and the type of teacher who was my «star» while growing up.

Student - driven utterances were substantially higher in SMALLab when compared to the same students learning with their teacher in their regular classroom.This charts shows the proportion of each types of utterance in each conditions.

Studies indicate that when asked about their preferences for teacher behavior, students typically express a desire for this type of teacher - student interaction.

Items that require students to expose their thinking on these types of questions don't allow guessing, and when teachers can see student thinking, it makes responding with additional support much easier.

When new teachers receive this type of support, their students gain months of additional learning.68

It's hard to give teachers the type of feedback they need just when they need it.

There is no such thing as adequate funding when it comes to education, no matter what type of school, geographic location, or age group, but K - 12 teachers have reason to celebrate with Amazon's announcement of a free, fully searchable collaborative resource.

But there are certain factors we have to consider when selecting a good driving school that fits you and these include the type of environment where your classroom is located and the type of teacher you will from.