Sentences with phrase «when teachers and students»

There's been quite a bit of research on «teacher match» over the last few years, with most of it coming to the same general conclusion: that there are positive effects when teachers and students are demographically similar.

It has the potential to be transformational when teachers and students are prepared to constructively choose, use, and evaluate the technology and learning outcomes.

In Essential Assessment, Erkens, Schimmer, and Vagle provide a clear picture of what powerful assessment practices look like when they are focused on learning, and when teachers and students build hope, efficacy, and achievement through the assessment process.»

When teachers and students don't interact with each other regularly in person, as often happens with online courses, having a tool that helps pick up the slack becomes that much more important.

How it Affects Teaching: When both teachers and students are more aware of this flexibility, much more can be taught and learned.

When teachers and students started to show signs of discouragement with the code, new principal Iona Whishaw took steps to make ROARS an integral part of the school culture.

We discovered that when teachers and students acknowledged their mindsets, it opened the door for authentic communication, which made it possible to demonstrate care.

«When teachers and students are inclined to go deeper and explore the darker side of issues, they can see the complexities unfold,» he says.

That time of year when teachers and students are fully immersed in assessments meant to measure student growth over the course of the school year and from year to year.

Moreover, when teachers and students have access to co-create their learning materials, modifying content to reflect their interests and cultural context, we nurture the school climate of agency and ownership essential for student - centered learning.

When teachers and students have what they need when they need it, students are able to reach and exceed their academic potential.

When teachers and students have built a culture of reading over the course of a school year, it is essential to capture that momentum and carry it onwards in order to avoid the dreaded summer slide, but it's also equally important to balance student choice.

These patterns are reinforced in early science education, when teachers and students compile lists of things that float and things that sink, for example.

When teachers and students explore the array of educational angles within a single work of art, notes the Art Institute's Robert Eskridge, «all of a sudden you have this interdisciplinary challenge that doesn't fit neatly into this class period followed by that one, and the idea of «teamwork» isn't relegated to after school.»

Further, it is intrinsically motivating when both teachers and students see how their efforts are leading to success.

There's a connection made when teachers and students get to know one another better, and there's a sense of caring and community in the school.

What happens when teachers and students are «empowered to build knowledge instead of memorized information?»

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.

What can we do as educational and cultural workers, at this crucial moment in history, when corporate revenue expands as the job market shrinks, when there is such a callous disregard for human suffering and human life, when the indomitable human spirit gasps for air in an atmosphere of intellectual paralysis, social amnesia, and political quiescence, when the translucent hues of hope seem ever more ethereal, when thinking about the future seems anachronistic, when the concept of utopia has become irretrievably Disneyfied, when our social roles as citizens have become increasingly corporatized and instrumentalized in a world which hides necessity in the name of consumer desire, when media analyses of military invasions is just another infomercial for the US military industrial complex with its huge global arms industry, and when teachers and students alike wallow in absurdity, waiting for the junkyard of consumer life to vomit up yet another panacea for despair?

In a time when students come to school armed, and sometimes use their weapons on teachers, and when both teachers and students see school as a dangerous place, how can trust have a role?

Only one barely perceptible fly can be found in the virtual ointment: As elsewhere in American education, but even more so when teacher and student are physically separated, it is not always easy to detect whether students have mastered the material.

When a teacher and a student have a real, individualized relationship, it becomes much easier for them to work together, learn together and succeed together.

Writing becomes a social activity when the teacher and students brainstorm together, read their work to each other, and talk about each other's writing.

Not exact matches

«This system was designed decades ago,» Gates continued, «and it doesn't reflect what educators have learned about helping students and teachers do their best work,» namely, that students learn far more effectively when their instruction is tailored to their specific needs.

«He's right,» says Allan Baile, Grade 4/5 Teacher and MicroSociety Coordinator, «because when you see Micro in action, there's not a single student sitting anywhere.

«When something like this happens — when you hear the word «Columbine» — people freak out,» says the entrepreneur, referring to the 1999 shooting at Columbine High School in Colorado, in which 12 students and a teacher were murdeWhen something like this happens — when you hear the word «Columbine» — people freak out,» says the entrepreneur, referring to the 1999 shooting at Columbine High School in Colorado, in which 12 students and a teacher were murdewhen you hear the word «Columbine» — people freak out,» says the entrepreneur, referring to the 1999 shooting at Columbine High School in Colorado, in which 12 students and a teacher were murdered.

And when you talk about your startup as a student, your teachers get much more excited.

Scott Beigel, a geography teacher and cross-country coach at Parkland's Marjory Stoneman Douglas High School, died a hero when he ushered students to safety inside his classroom after former student Nikolas Cruz killed 17 with an AR - 15 semiautomatic rifle.

Parents, students and teachers from South Florida, the state's Democratic stronghold, have been a forceful presence in the Capitol since last week, when busloads of Stoneman Douglas High students spent two days lobbying — and protesting — lawmakers, urging them to take more far - reaching action and ban all assault weapons.

And when that same Cruz shot up the school on Valentine's Day, a «pusillanimous» Peterson «cowered in a safe location between two concrete walls» as it «rained bullets upon the teachers and students,» according to the complaiAnd when that same Cruz shot up the school on Valentine's Day, a «pusillanimous» Peterson «cowered in a safe location between two concrete walls» as it «rained bullets upon the teachers and students,» according to the complaiand students,» according to the complaint.

During a press conference, sophomore Lydia Hester from Madison East High School asked state lawmakers, «How do you expect students to be successful when kids have to worry about themselves, their friends, and their teachers being shot?»

He compares it to the way teachers motivate students; grades based entirely upon the final exams are usually enough to incentivize the best students to go above and beyond to achieve high marks, but many students perform better when faced with regular testing throughout the school year.

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

Without intending any any disrespect to your contention, I wonder how the use of a school building by a religious group at a time or day when students and teachers are not using it is likely to result in a situation in which the «religious group becomes identified with the school, which appears to be promoting that brand of religion».

When the members of the school board of Dover, Pennsylvania, a small community near Harrisburg, required students to read a short statement concerning intelligent design before studying ninth - grade biology, they met stiff resistance from some parents and teachers.

When Henana of Adiabene, the director of the school at Nisibis (570 - 71) preferred John Chrysostom to Theodore, the Persian church repudiated his leadership and the majority of teachers and students left the school.

This principle of value in and for itself is violated when what are termed liberal studies (and what may be so for other students) are pursued for the purpose of becoming a professional in liberal learning (as scholar and teacher).

I still remember the student who said that she left church for good when she was 12, right after she read the Bible for herself and discovered what a colossal snow job her Sunday school teachers had done on her.

The project requires that the scientific establishment commit itself to a strategy of indoctrination, in which the teachers first tell students what they are supposed to believe and then inform them about any difficulties only later, when it is deemed safe to do so.

At that time, when a teacher wanted to focus his time and energy on a few specially selected students, the teacher would pick only one or two, at the most three students to train.

But there are teachers who aren't afraid to say «I love you» to their students and friends who say «good job» when you mess up on your part and parents who love the best they can and principals who sing solos and somewhere there is a new crop of parents with bewildered babies in the public pool, bouncing up and down in the water, and in that moment at least every one is singing.

This an excellent book for students of Scripture, preachers, and teachers, especially when you are looking for ways to preach and teach about the «giant» passages in the Bible.

As for the temptations which arise out of the denominational organization of the Church, warnings against them are frequent; many ministers, students and teachers become restive when the primacy of denominational loyalties is urged upon them.

Both coach and students denied that any cheating had taken place until a week later, when the students confessed and the teacher was fired.

Although Malcolm was an outstanding student and extremely popular among his peers, he dropped out of school when his white eighth grade English teacher discouraged him from becoming a lawyer and suggested carpentry as a more «realistic goal for a nigger.»

When the missionaries insisted on the renunciation of caste observances many students, and all but one of the teachers left the school.

When «an inert mass of fact and idea... is handed in small pieces by the teacher to the student then the heart of intellectual inquiry is betrayed».

These led me to his earlier works, which consistently vindicated Kass's self - description in his justly acclaimed Towards a More Natural Science: «The author of this book is by reading a moralist, by education a generalist, by training a physician and biochemist, by vocation a teacher» and student» of philosophical texts, and by choice a lover of serious conversations, who thinks best when sharing thoughts and speeches with another.»

The bond is constituted through common interest in the object of study; the student respects the teacher as the possessor and mediator of certain crafts, a body of knowledge or an accomplished skill; he considers him worthy when this treasure is great and significant and when the teacher is willing to give of it freely.