Sentences with phrase «understand classroom needs»

He said: «If schools take time to research the options available to them they will find that pound to pound they are much better off investing in innovative, well made furniture supplied by manufacturers who understand classroom needs.»

Better data practices can not only help in planning conferences and understanding the classroom needs for differentiation, but also the right data can inform an appraiser of the background on a teacher as well as the learning environment before they step into a classroom.

Not exact matches

«We've got to take this beyond the coaches and into the classrooms and help people understand that kids need to have time to recover, not only to get back to play but also to their academic cycle,» IHSA Executive Director Marty Hickman says.

I understand that some may be frustrated with food in the classroom, however we need to consider that for many, that food may be the only food they receive in a day.

Jennifer Ronayne, a fifth - grade teacher at the Connetquot schools with 13 years of experience, said Cuomo has little understanding of how classrooms work — and of how harmful his policies have been for teachers and students, particularly those children who have special needs or who are English language learners.

Education officials have defended the need for student participation in the tests, saying the scores are needed to understand student needs and aptitude in the classroom.

«In addition to INSIGHTS» focus on individual children's strengths and needs, our study illustrates the importance of understanding and supporting classrooms as a whole at the transition to formal schools,» said McClowry, professor of applied psychology at NYU Steinhardt and the study's senior author.

Understanding that there's a genetic basis for why people differ in not only intelligence, but also their drive to learn, she says, underscores the need for personalized classrooms where students can learn in different ways — from computer programs to hands - on projects — that are most fitted to their own personalities.

To summarize their conclusions about Culturally Competent Yoga Teaching at Bennett: a yoga teacher can not just walk into a classroom of students and attempt to teach them yoga without taking into account their unique histories, experiences, and social, emotional, gender, cultural, spiritual and religious needs, and an examination of the teacher's own background and relationship to understanding those student needs.

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

Trainees will explore their motivations for teaching, understand the needs of students and schools, learn classroom management techniques and practice teaching Bent On Learning's yoga lessons for primary, middle and high school students.

We understand there are huge advancements in technology that are needed for the classroom, but the bottom line is that any IT investment, whether it's in the classroom or in the school, has to be targeted on some kind of outcome and the majority of business managers tend to be responsible for the IT.

«Realistic understanding of classroom management — rules and procedures — seems to be a need for nearly all beginning teachers,» added Woods.

The evidence collected will not only be useful in this year's evaluation, but also helps staff assess the quality of learning in their classrooms, and understand what requirements will be needed for future years.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

Headteacher Jane Johnson explains the need to work closely with parents so they understand what is expected of them, what is going on in the classroom and how they can support their child's learning at home.

We need to engage in the difficult work of understanding and addressing relationships of power, authority, and knowledge in the classroom.

And if we understand how this works — if you think about it, if you're in a classroom where you feel psychologically and physically safe and secure because your teacher is doing a great job of leading and developing a space that you feel like you're prepared to have a go and participate, take risks, because we need that to occur in learning.

With the responsibility to respond in the best way for so many difficulties, having a clear framework with strategies I can understand and which the children become used to across the school, has allowed me to feel more confident in being able to support children who might have big safeguarding challenges, mental health difficulties or the kind of learning needs which make the classroom a tricky place to be.

Relationships with parents and carers are improved, helping teachers to understand family circumstances and meet each child's need, while continuing the learning process from the classroom to the home and breaking down barriers to each child's learning.

By going through this toolkit staff know their school recognises the need to develop a supportive school and classroom climate with an ethos that is connected, understanding and accepting of those who experience emotion vulnerability.

«Businesses and educational bodies need to work better together to improve the understanding of how 3D printing tools in the classroom can be used to aid teaching across a number of subjects.

Dr. Jane Bluestein: There seems to be an enormous need for support, encouragement, and understanding in the teaching profession, including a real practical, effective, nuts - and - bolts approach to classroom successes (much of which are not measurable on current achievement tests, by the way) and problem prevention.

Farr came to the Harvard Graduate School of Education on Tuesday to engage with students in the International Education Policy and Education Policy and Management master's programs and help foster deeper understanding about what works and what is still needed in classrooms across the world.

Who will underwrite the development of a classroom that is not only voice - activated but also can learn to understand unique student needs?

As a teacher in a differentiated classroom, you need to have a clear understanding of what your students already know, what they are ready to learn next, and how they learn best.

If school leaders want teachers who can do more than just survive the classroom, however, they need to better understand how emotions are expressed, and also how they can be managed; that is, the theory of emotional intelligence, or EI.

«I wanted to understand what type of culture needed to be modeled by senior leadership to create a ripple that would impact students all the way down to the classroom,» she says.

«Understanding [«troublemakers»] as canaries in the mine, as responding to poisons and toxins that are invisible to us in the classroom air, really shifted my whole focus [as a teacher] away from thinking I need to intervene on individual children and instead asking myself, what is this behavior a response to in the environment, and what is this kid making visible to us that, if altered, could actually make the classroom a healthier place for all of the children?»

This book, along with the Victorian government publication, Calmer Classrooms, will support teachers to understand the specific brain wiring and learning needs for these students.

Anyone considering the next generation of displays for use in classrooms should take extra precautions in understanding these pointers and accounting for them against their school's needs and budgetary expectations.

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

He argues that in order to understand how well schools are doing, we also need to collect «small data» using teachers» and students» «observations, assessments and reflections» of the teaching and learning processes in classrooms.

These can be used by maths leaders and classroom teachers for planning or assessment purposes Pupils need to be able to read and understand this vocabulary if they are to make good progress in mathematics.

You can talk about how students need to type in proper case and not use IM shorthand, but when their collaborative partner from Germany says they're struggling to understand what's being typed in your classroom, your students really understand this point.

Understanding Kids Who Are Different: Activities for Teaching About Disabilities In the classroom, every day is a day when special students need to be recognized, appreciated, and understood.

These classrooms allow students to choose, or to create, the spaces they need to succeed — helping them understand themselves better as learners while building 21st - century skills like collaboration, communication, and creativity.

In the classroom, of course, every month is special - education month — and every day is a day when special students need to be recognized, appreciated, and understood.

Your students need a classroom education to understand the world.

Principals need to have a deep understanding not only of summative assessments, but also classroom observations and formative assessments.

«They understand the need to be flexible in what they teach and in combining grades, when necessary; moving to smaller or larger classrooms when the student numbers vary from year to year, and in adjusting for natural disasters.»

If a school system is not well equipped to understand the state of teaching practice within its classrooms, then it will have a difficult time planning and implementing strategies for improvement to meet the development needs of the vast majority of its teachers.

It rather depends on a felt need, what in Spanish is called a «necessidad sentida,» to understand the American experiment at its best and to see it realized in the classroom.

These concerns are worth taking seriously, especially when voiced by scholars who have done so much to enrich our understanding of the skills students need to succeed in the classroom and beyond.

Students need to understand how the makeup of their classroom, school, and town are a product of historical policies and events.

The institute for leaders supports administrators and classroom leaders in developing the knowledge, understanding, and skills they need to implement high - quality differentiated instruction initiatives across a school or school system.

From developing an understanding of digital transformation and the elements of digital citizenship, to enhancing curriculum subjects through embedding digital media, there is a course to suit the needs of all schools and classrooms.

Because so few regular classroom teachers have received training in gifted education it is often difficult for many of them to understand that gifted children do not need constant review.

The principal introduces, • Professional development (both in terms of the theoretical knowledge of Second Language Acquisition and specific strategies for ELLs) • Teacher observations (understanding the classroom context and needs of ELL students) • Building Staff Knowledge (role of ESL teachers in instructional planning) • District support (aligning programs district wide and developing responsive programs)

Resources and materials will be provided to educators by MCAN, and schools will dedicate classroom time to isolate the different parts of the application process so that seniors have a clear step - by - step understanding of how to determine what schools or training fits their needs.