Sentences with phrase «when teachers»

While girls do as well as or better than boys when teachers assign grades in all three subjects, they score significantly lower on both the math and

As I could see at the Forum, when teachers feel a sense of ownership over their classrooms, when students feel a sense of ownership over their learning, that is when productive learning takes place.

When teachers begin designing PBL projects, they often start small, maybe with a recommended idea to internalize the design process and a reflection on how to improve.

When teachers don't have to spend as much of their time on these activities, they can focus their expertise on engaging students with content and providing needed social and emotional support that computers are unable to replicate.

When teachers and parents are allies and teammates, their combined influence on children is very powerful indeed.

When teachers in Cincinnati were evaluated rigorously, student performance on math tests improve

For instance, when teachers were feeling overwhelmed by doing daily agendas, two teachers tried completing them weekly, and soon everyone else was following suit.

Nothing is more powerful than when teachers get together to further their own professional interests.

Good solutions develop when teachers work together with administrators to solve problems and morale improves.

And when the teachers said, «I spoke to your mother,» that wasn't a threat — I knew they were reaching out to my mom as a way to stay connected.

Students with learning challenges benefit when teachers check in often and provide additional instruction and feedback when necessary.

When teachers demonstrate emotions, you don't have to fix them.

When teachers ask the questions, we fail our students.

When teachers practice great formative assessment, it can be a transformational experience for them as practitioners and, more importantly, for their students.

When teachers go through a design process and emerge on the other side with a designer identity, they have a greater degree of agency in blurring the line between teacher and student, and in supporting each other as they rethink what learning can be in the 21st century.

When teachers embrace and regularly use components of formative assessment, they are truly transformative teachers!

That's especially helpful when teachers are working with students far different from themselves.

When teachers design PBL projects, they choose to focus on power standards, or standards that usually take significant time to teach and focus on depth, not breadth.

Another big transformation that occurs when teachers practice formative assessment is a classroom of empowerment.

But, whatever their individual circumstances, all students do better when their teachers set the bar high — and expect them to reach for it.

When teachers see one of their own suggestions implemented, it empowers them and provides a sense of pride.

When teachers avoid the subject of religion, students are denied valuable cultural information.

Will game learning create a new elite group, just when teachers work so hard to get everyone involved and educated?

When teachers trust students to lead their learning by giving more open - ended opportunities that challenge them to find their way, students will delve deeper into content and set their expectations higher than is required.

The research shows us that when teachers, students, and parents communicate effectively, learning improves (PDF).

I love when teachers step up and ban together to help each other out ~ regardless of the situation.

From a logistical perspective, picking a day when all teachers are available for a workshop, or locating substitutes for a large number of teachers, can be a challenge for administrators looking to use everyone's time effectively.

A couple of parents had volunteered to organize the library on an August day when teachers had professional development in literacy across the curriculum, which was held in the library.

While many states have laws against harassment of gay and lesbian students, O'Brien says it is even more effective when teachers employ SEL techniques in advance of any situation.

When teachers use their students as leverage, they damage their own professionalism, write William J. Bennett and Karen Nussle.

When teachers and students connect over shared interests and hobbies, the possibilities are limitless.

When the teachers and students came back, they were so happy and proud.

The beginning of the school year is often a time when teachers stop and think about the best way to communicate with their students» parents.

Parents know when teachers are resentful or stressed because they are insufficiently prepared.

When teachers receive well - designed professional development, an average of 49 hours spread over six to 12 months, they can increase student achievement by as much as 21 percentile points (Yoon, Duncan, Lee, Scarloss, and Shapley, 2007).

When teachers, students, staff, and families join together to explore social justice issues, it can be the catalyst for important conversations and significant change.

When teachers plan for content, processing, and product, differentiating by interests helps remove the blindfold so that learners can see those invisible concepts made visible.

When teachers always keep kids — and the impact of their decisions on kids — as their focus, the ultimate answers to many problems become more obvious.

PBL can align with CCSS when teachers, knowing their kids» interests and abilities, let projects evolve to meet student needs as well as the standards.

What I mean by this is that one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.

Although such a schedule allows staff development to occur when teachers can take advantage of it best, it permits little «down time» for teacher trainers.

When teachers survey their classes at Trinidad Garza Early College High School, students see how their opinions matter and have a direct impact on instruction.

The study shows that student outcomes improve when teachers track how much their students are learning, identify the specific teaching practices that boost learning and then adapt the way they teach.

And when teachers (and other public employees) have been given a choice between defined benefit pensions and defined contribution plans, the vast majority typically chooses the defined benefit pension plan.

When the teachers are of mind to lower the school walls, to genuinely collaborate with homes, to distribute the control of the learning and teaching, to understand that formal schooling occupies less than 20 per cent of the children's learning time each year and to recognise the learning and teaching occurring in the remaining 80 per cent, the school can then seriously contemplate a Bring Your Own Technology (BYOT) program.

«When teachers plan, it really positively impacts the students,» says Melidis, «and this is because the teachers are prepared, they have problem solved already, and they're reflecting on all their lessons together.»

When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills.

So, when the teachers have a tool that can help them understand exactly what the students know and can do, then they can target their teaching there.

In fact, it works well when teachers meet with various groups throughout the week while the individual children are practicing reading.

When teachers model collaboration, students see teachers working together to create solutions.