Sentences with phrase «voice as a classroom teacher»

On the other hand, too much intervention on my part would keep my mentees from finding their own power and voice as a classroom teacher...

Not exact matches

As a school teacher, I pride myself on not raising my voice, even in a classroom full of oversexed, texting adolescents.

As a teacher, I learned that my voice is a powerful tool in classroom management and instruction.

The teacher leader's role is to monitor the pulse of the classrooms and to pass information to and from the Leadership Team, all the time acting as the «voice of the classroom» in team discussions and decision making.

As much as I would like to champion the thought of sticking to claustrophobic classrooms and chalky blackboards, abuzz with the chatter of around 50 excited minds with the dull, droning voice of a teacher in the background, I have a confession to makAs much as I would like to champion the thought of sticking to claustrophobic classrooms and chalky blackboards, abuzz with the chatter of around 50 excited minds with the dull, droning voice of a teacher in the background, I have a confession to makas I would like to champion the thought of sticking to claustrophobic classrooms and chalky blackboards, abuzz with the chatter of around 50 excited minds with the dull, droning voice of a teacher in the background, I have a confession to make.

Several new groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues, as with the evaluations in Los Angeles.

Together, they bring decades of experience promoting the social and emotional welfare of children as classroom teachers, developmental psychologists, pediatricians, nonprofit leaders, and leading voices in public education policy.

She discovered that Malawian teacher voices and the official literacy instruction of the country required conditions not being met in the classrooms, especially considering large class size, limited time, as well as insufficient and inadequate reading materials.

As a sophomore transitioning from female to male, he was met with comments in the classroom from whom one might least expect it: a teacher who voiced his disapproval of Kerr's gender change.

The voices of classroom teachers that are interwoven throughout the book enliven and enrich it, as well as make it especially appealing and helpful to teachers and other school practitioners.

As Colvin explains, some groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues; other groups try to keep successful teachers in the profession by giving them opportunities to assume leadership roles or try to change the way teacher unions work so that they are more democratiAs Colvin explains, some groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues; other groups try to keep successful teachers in the profession by giving them opportunities to assume leadership roles or try to change the way teacher unions work so that they are more democratias they weigh in on controversial policy issues; other groups try to keep successful teachers in the profession by giving them opportunities to assume leadership roles or try to change the way teacher unions work so that they are more democratic.

We look forward to showcasing more projects that amplify student voice as we continue to work with students and teachers in the Learning Commons and in the classroom at Fox Hill!

Jenisha «Jay» Fair, Physical Education Teacher CLARK COUNTY SCHOOL DISTRICT, NEVADA «I am involved because I want to use my voice — as a young educator — to advocate for my students [and] raise awareness about the importance of social justice in every classroom at every school,» says Jenisha «Jay» Fair of her involvement with the union.

Yet, as conversations across America intensified about how to ensure that we have great teachers in every classroom, the diverse voices of educators were being left out of those conversations.

Classrooms hummed with student voice and activity as kids designed and tackled assignments and projects independently, in small groups, or directly with the teacher if they needed additional assistance.

(It's ironic: As former California state senator Gloria Romero points out, the union that fights to keep every last teacher in classroom, including those who commit unspeakable offenses against children, wants to ditch Duncan for merely voicing an opinion contrary to theirs.)

Their conversation opened up discussion on the impact this form can have on instructional practice, especially as it related to teacher capacity and willingness to incorporate greater student voice and choice in the classroom assessments.

As a passionate high school history and civics teacher, Cullis is excited to give classroom teachers the voice they deserve in education policy.

One student wrote, «There is only one computer in the classroom, making it difficult for me to do any internet activities in the classroom,» a situation not only voiced and explored by these preservice teachers but by many veteran educators, as well (Swenson et al., 2006).

As a result of this, the AFT is less able than ever to claim itself to be the voice of teachers working in the nation's classrooms.

What are some ways to give voice to the wisdom of teachers in individual classrooms and add to the collective knowledge base of staff, as well as the school's capacity to boost student learning?

For some leaders of the new teacher - voice groups, the inclusion of their leadership opportunities as part of what districts consider to be official training begins to fulfill one of the goals of teacher - voice groups: elevating the teaching profession by providing teachers with leadership opportunities outside of the classroom while continuing to teach.

As part of my work this year, I've created this online space and this Twitter account where teachers can find student voice resources and classroom spotlights where student voice is a powerful driving force in both teacher and student growth.

As part of the Professional Growth and Effectiveness System, teachers already administer a student voice survey that provides data about the classroom environment from the students» point of view.

In these environments, you're not going to see a classroom where students are listening to the teacher's voice as he or she presents information from the textbook.

The initiative focuses on elevating the voice of teachers as leaders to enhance student learning and help teachers stay in the classroom while leading in the profession, and aligns with ASCD's ongoing exploration of teacher leadership.

The lessons in this curriculum work best in a classroom where each student can develop his or her own voice and where listening to peers matters as much as listening to teachers.

We also learned how to create a student - centered classroom where the students» voices are heard as much as, if not more than, the teacher's.

• Efficient and effective use of technology • Student engagement and voice in the educational process • Teachers as facilitators and mentors • Integrated learning experiences, including makerspaces, genius hour, project - based learning, and online instructional strategies • 24/7 access to learning • What career and college knowledge, skills and dispositions are critical • Transforming the learning environment beyond the walls of the classroom and the defined school day schedule • Competency based curriculum to support mastery learning

The collected pieces serve as a chance to listen to the voices of Black teachers as they offer unique perspectives and reflections on what keeps them in the classroom.