Sentences with phrase «usually works in schools»

Berry School gets around this obstacle by giving teachers leeway to use the many college students who are usually working in the school to cover their classes.

Classroom aides usually work in a school, day care center, colleges and universities.

They usually work in schools to assist certified teachers.

Not exact matches

Granted, we have a (very beloved) baby - sitter for our littlest girl two mornings a week while the older two are at school, so that I can make phone calls, do interviews, and work uninterrupted for a bit of time, but I am usually at home, trying to get in a full - time job at the edges of our life.

I won't usually involve you folks in my school work (I promise!)

We are usually are eating breakfast in the van on the way to school / work.

Teachers are usually very willing and excited to work with an involved parent to help the child's overall success in school.

Churches in your area usually work together to help kids get free school supplies.

As the chairperson of the nutrition committee of HISD's School Health Advisory Council (SHAC), I'm working with a dedicated group of parents and public health professionals to address the issue of a la carte foods in HISD — both the items sold by the district itself (like the Flaming Hot Cheetos above) and items sold by parent and student groups (usually in violation of state rules) as campus fundraisers.

It's usually the only day in the entire year that we all eat breakfast together at home because everyone leaves at different times to head to work / school.

i work in the mornings while adam is at school, so you'll usually find me enjoying my coffee and then getting to work at the computer.

Usually I am able to work when my kids are in school.

I'm a very fun outgoing woman, I'm 27 I currently live in colorado I have no kids I'm in school usually but taking a bit of a break I work hard and sometimes a lot I'm 5» 9 chocolate complexion I have natural long hair but I do like to experiment with it lol.

Because your circle of friends has been established, so you've often dated what possibilities lie within; you're often in steady jobs, where office dating is risky; some of you work from home, where you don't meet anyone; the school setting of rotating classes and love possibilities is usually over; and the pool isn't as deep with many ladies having married young.

I do work a lot, when not I'm working I'm usually in school or spending time with my friends & family.

The opinion probably persists due to the fact that in real life we usually meet people who were introduced to us by someone we know and trust, or in a transparent situation, such as at work or school.

In contrast to rules, which are (usually) teacher generated and work best when introduced on the first day, norms are «an agreement among members of a classroom or school about how they will treat one another,» according to Gary Borich, Professor of Educational Psychology at The University of Texas at Austin.

In fact, with the possible exception of minority boys from the Caribbean, schools whose student population had shifted from white working class to minority were usually schools with high gain scores.

Hanushek overstates the cost of many of our contracts and fails to note that usually the work includes additional studies to assist policymakers in developing funding systems for high - performing schools.

Using funding opportunities creatively With the plans in place the next step would usually be to work with the school to identify potential sources of funding.

Comments from some recent users of this book should help convince you to buy it: As an advocate of the What Works agenda, I think this book really is a wake - up call A fantastic insight into the potential for using documents in research Nails twenty years of research in twenty minutes Worth every dime Every student in my class has been told to buy this book... and it's easy to see why Shines a great big light on the power of documents in research Surely this is the best book in its field First class I kept referring to this book in my presentation last week and the audience was ecstatic Education research, usually has little effect on me... Until now... This book is formidable Crushes the concept that education research is rubbish... fantastic insight Blows you away with its power and simplicity Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their students suffer.

Observers like Bracey, Kohn, and others, dead set against any fundamental changes in the nation's schools, usually work hard to dismiss the TIMSS results as evidence of any structural weakness in the U.S. education system.

Unlike teachers, who have a built - in support network of peers, school principals usually work alone.

Positive comments from some recent users of this book include: Most schools are full of documents and data... Dr Slater is among the first to show how they can be used to compare what is said on paper and in interviews... The results will shock you... Dr Slater is a successful high school teacher and an award winning author... and here's why... Fantastic little book, punches well above its weight... Makes it seem so simple... the art of the genius... As an advocate of the What Works agenda, I think this book really is a wake - up call... A fantastic insight into the potential for using documents in research... Nails twenty years of research in twenty minutes... Worth every dime... Every student in my class (6th form) has been told to buy this book... and it's easy to see why... Shines a great big light on the power of documents in research... Surely this is the best book in its field... First class... I kept referring to this book in my presentation last week and the audience was ecstatic... Education research, usually has little effect on me... Until now... This book is formidable... Crushes the concept that education research is rubbish... fantastic insight... Blows you away with its power and simplicity... Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their students suffer.

Because rural school communities vary widely, «generic» improvement plans designed for large urban districts usually do not work as well in rural settings, according to the authors of a new book on rural education programs.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

However frustrating it may be at times, I'll keep in mind that the people who do the work in schools, communities, and colleges are usually far better positioned than I am to make judgments about «what works» for their students.

As I had seen in previous work empowering students in such schemes, there is usually a point where teachers in a school see the true value of their Digital Leaders.

Creating a cultural shift in a school from teachers working alone in their classrooms to a model of collaboration and interdisciplinary projects usually requires support from the top.

For NBCTs to affect the greater populace of teachers and students, their expertise must be shared, which is not easily accomplished in the typical milieu of schools, where teachers usually work as isolated solo practitioners.

At the time, the few disabled students mainstreamed in public schools — no matter what their disability, physical or learning — were usually nudged toward manual work like bead stringing or weaving, not academics.

Teach First usually focusses on recruiting high - flying graduates to train and teach in disadvantaged schools but has announced it will be working on developing «flexible» training for those swapping to teaching from other careers.

Private schools that seek to participate in the program usually must work directly with the state department of education, and many appear to have concluded that the burden of compliance with federal regulations governing the program outweighs any benefits low - income children might receive.

In treatment facilities, usually the parent (s) bring work from the home school.

This usually means inclusion in the regular classroom, where the child may interact in work and play with age peers and is exposed to a broader and more enriched curriculum than might be possible in the environment of a special class or special school.

«But in places where charter schools have worked, there is usually an active philanthropic element.»

The panels are usually a mix of teachers from the student's school and a mix of outside personnel, including teachers from other Consortium schools and people working in the appropriate content area.

However, one - on - one time is very difficult to fit in — I usually get only a few moments each day to work individually with at - risk students, or I am taking time after school to tutor students in a 1:1 environment.»

Additionally, the Promising Afterschool Programs Study, concluded in 2007, found that disadvantaged students who regularly participate in high - quality after - school programs usually see significant gains in test scores and work habits, as well as a corresponding decrease in behavioral issues in school.

This enables scholarship organizations to work with families and schools to determine the amount necessary to finance a child's education, an amount usually far lower than government per - pupil spending or even many set voucher amounts; the average tuition at private schools is about half what is spent per pupil in the public system.

Usually when we reflect and work on implementing the Whole Child Tenets in our schools, we forgot one critical component in making them manifest: the students.

Fourth, successful districts and schools provide additional resources to low - performing schools and low - performing students, usually through tutoring, mentoring, or extra class sessions of some kind; often through sending educational teams of specialists into troubled schools to provide additional help in coaching teachers, working with the principal, and helping students.

SW: I usually work while my 3 kids are in school — ages 4, 7, and 8, then I quit working when they come home in the afternoon, but when I get a chance, I read and watch music videos I've found music videos to be particularly inspiring for designing covers.

I'm usually busy between work and school but in my free time I'm an avid player of Simulation and Management games but love to blow off steam and relax in RPGs and FPSs.

Hi Cory I find this a very interesting piece but I am not a youngster who has just passed a degree course I am a 60 year old who has just been disabled out of work and who has drawn, doodled or painted all of my life, I come from a family of 12 so we didn't get a chance to go to college I left school at 14 with nothing more than a second place in an art competition and every time I tried to take a course in art at night school my work hours would change usually just after I had handed over my # 100 or so.

Anyone familiar with much of the work lurking in provincial art centers, middle - brow galleries, or art schools knows that painting from photographs is usually a disservice to both painting and photography.

Most Hudson River School paintings were based on plein - air drawings that were later worked up in the artist's studio, and - while they included some details of actual places - usually consisted of composite scenes taken from a number of real and imaginary locations.

Namuth becomes the major photo chronicler of the New York School, and during the period 1950 - 1988 photographs more than 300 painters, sculptors, and conceptual artists, usually as they worked in their studios.

Despite all the art theory taught in art schools, the reconstructive aspect of the postmodern approach is usually ignored and an artificial historical timeline is emphasized over inventiveness - even though as Jean Francois Lyotard argues, «a work can become modern only if it is first postmodern.»

If you've never worked with soft pastels — not the oil pastels that grade schoolers usually get their hands on, but sticks of pigment bound lightly in vegetable glue — imagine trying to make a passable figurative picture with expensive dust.