Sentences with phrase «where teachers talked»

We had done a childbirth education class together where the teacher talked about all the phases of labor and the average amount of time each part lasted for the first time mother.

Not exact matches

But it took him a while to realize that meant visiting the classrooms where students and teachers would be using his product, talking to them, and watching them use it.

This was the place where I heard the well - worn phrase, «The teacher doesn't talk while you're writing the test.»

No it has not been proven where did you see that on an alien special on a & e, Read up on it those other religions did not have Jesus as a Savior and did not have men writing 1000s of years apart talking about the same events, and phrophecizing about things that happened in later chapters written hundreds of years later... and in no bok any where was there a man like Jesus, who spoke the words that Jesus spoke and died for people who hated Him like Jesus did, and spoke the parabales and life lessons like Jesus did... look at what Jesus spoke... read it nowhere has there been a better teacher of life then in His words.

I had a Kant scholar as teacher (C.I. Lewis) and I taught Kant, reading him in German where necessary, and I knew the views of Julius Ebbinghaus, heard him lecture, talked with him often and in both languages.

She suggests being cautious of schools where teachers are constantly interrupting students to correct them or talking loudly across the classroom.

Orientation is often where you have a chance to ask questions and talk 1:1 with the teacher about your child.

Editor's Note: Internationally renowned yoga teacher Kathryn Budig, was a speaker at our revitalize event this year, where she delivered a powerful talk on body image plays an important role in a conversation that is always changing.

The laughs I had with friends from yoga teacher training in one particular booth where we would all drink Guava Goddess GTS kombucha and talk about life, or things that just really made no sense at all.

Led Ashtanga is just like a regular class where the teacher will talk you through the sequence and provide modifications and assistance as needed.

I talked to his teacher about placing his desk in a location where he could stim (or make repetitive body movements that helped him manage stress) without disturbing others; where he would not be distracted by noise from the hallway or playground; and where he was close enough to the teacher to engage with him or her and refocus as needed throughout the day.

At ISTE I saw systems where the teacher wears a wireless microphone around his or her neck and if it is the students that are talking to the whole class, they pass around a handheld version to use.

Education Next's Paul Peterson and Chester E. Finn, Jr. talk this week (October 14) about education politics in Washington, D.C., where Schools Chancellor Michelle Rhee recently fired 229 teachers.

The teacher can then talk about sources and where, how, and why the class - compiled list looks as it does.

For middle and high school teachers, I wonder if these questions could be asked by phone over a period of time, or through email or paper surveys, or in some kind of innovative Back to School Night where parents shared their thoughts and feelings rather than teachers talking to parents.

ZS: We've learned a lot from teachers talking about all their ideas for where to apply micro: bit.

«Teachers are well placed to talk with individual students and their parents about the things that each student can do well and areas where they can improve.

My first exposure came in the 1950s at my family's kitchen table, where my mother, a middle school English teacher, talked about strategies for encouraging children to write, and my father, a high school principal, talked about new ways to recruit good teachers at a time when the children from the large baby boom generation were enrolling in the nation's schools.

«I think if teachers talk about the structure of words, where words come from, how they're linked to one another, what the complex layers of words are, they do a number of things — they do get students excited about it, but they also help to bust myths about the English language.»

It also means creating places where parents, students and teachers don't just talk, but do things together.

Anna Egalite of Harvard's Program on Education Policy and Governance was on Where We Live (Connecticut Public Radio) this week to talk about the effects of teacher diversity on student success in the classroom.

Lesson includes: Starter to recap solving linear equations with only one unknown Title screen with the lesson objective Visual, animated slides to enable students to develop the thinking process needed to solve equations with unknowns on both sides Example slide for the teacher to explain the process more abstractly 8 practice questions of increasing difficulty for the students to try with answers Example slide for the teacher to talk through where the answers are negative or fractional A further 8 practice questions of increasing difficulty for the students to try with answers Choice of two plenaries so student's can step back and think about what they have learnt

While we know that a balance is important, that young people want to be supported and that they want to feel connected to their school and to their teacher, there's much more that needs to be understood about this and we can do this both through administering questionnaires but probably better yet actually talking to teachers and young people and asking them specifically, in specific schools, in specific neighbourhoods: «What would make for a better relationship and a better environment where you would want to spend time, learn and also learn some good, positive behaviour skills?»

«When you talk ed reform, things are very polarized,» says Maddie Fennell, a literacy coach at Miller Park Elementary in Omaha, Nebraska, where she was state teacher of the year in 2007.

It advised the government to draw up a clear plan for teacher supply covering the next three years, detailing how targets will be met and based on better data; to set out how it will talk to school leaders about the recruitment challenges they face; to report back on the extent of teachers taking lessons in which they are not qualified; and to ensure there is clearer information on where applicants may train to become a teacher and how much it costs.

Using drama techniques, like forum theatre (where one teacher plays the fictional School 21 misfit Colin Chaos and asks the school for advice) allows students to use assembly time for extending their talk and building the school community.

As your child adapts to this different method of teaching and learning, it may be advantageous to talk with the teachers about areas of strength and where support is needed.

... They talked about teachers who would break the task into more manageable tasks — I guess it's good practice for any teacher, where they would explain to them, give them a smaller task and graduate them to bigger tasks as they continued to progress.

It can help teachers to organize a virtual meeting with experts: they can join a class via Periscope to talk and show where they work.

This is again where one of the issues was raised for me, in that when you look at a lot of the research and a lot of the media commentary, when they say «up to half of all teachers leave in the first five years», they're always talking about «and it's because they're stressed, it's because they don't get enough support, they're not treated well...» all of which is absolutely an issue that needs to be considered, but it's not the whole story.

Edutopia blogger Suzie Boss talks with the teacher behind a project where students designed a farmers» market pavilion that earned them early college credits along with summer stipends.

You will learn so much from just talking with colleagues about what projects and lessons they are using with their students.I teach at a summer program for gifted and advanced students, where I work with other teachers of gifted in the school district, and I always pick up new ideas and methods from hanging around them.

Teachers often talk to us about the impact on pupils» behaviour when they've had a proper lunch rather than filling up on foods full of empty calories, and smaller studies comparing exam results at schools with breakfast clubs to those at schools without found pupils got better results where healthy breakfasts were on offer.

«If there are circumstances where things aren't going right in the parent's eyes, go and talk to the school principal, go and talk to the teachers and resolve those issues adult to adult — it's about engaging with each other for the benefit of the child and then we leave the child in a space of confidence and positive attention to what they're trying to do at school.»

And then we built off that - we talked about retweets, endorsements and favourites — and then slowly attracted more teachers to join that group, to the point now where probably about three quarters of the staff at SIS are engaging with that hashtag, which is phenomenal.

When teachers engage kids in talking about their particular strengths, weaknesses, interests, and ways of learning — and in developing a classroom where everyone gets the help and support they need to grow as much as possible — I see kids who are very enthusiastic about that approach to teaching and learning.

Over his nearly three decades in the district, he had watched as issues like poverty and mental health grew in importance, and he wanted to create a space where teachers could meet regularly to talk about student progress.

Classroom educators, share your story on the Teacher Wall - a place where teachers from across the country can meet to celebrate their successes, share their stories and talk about education.

I've given these talks where I've had superintendents say, «Well, look Dr. Ingersoll, we like employee turnover because we can hire more beginning teachers at a lower salary.

Immersion visits include an in depth tour where participants are able to see learner - centered practices, talk to teachers and students and experience the dynamic, personalized culture.

«The lines of communication between not only myself and my other administrators, but myself and my teachers, have been opened to a point where for the first time teachers are talking about improving student instruction,» Ms. Bell says.

Rather than fighting for an increase in minimum wage for all, as both the St. Paul and Minneapolis teachers unions have done, for example, Minnesota Comeback talks about «schools as the unit of change,» where the lucky will land — through the wonders of school choice — in the right kind of life - altering spot.

What really truly counts is when we can talk about these issues in class, with the teachers and students we mix with daily, where the conversation can make an immediate difference.

Ideally, we're talking maybe over the course of, and there are survey programs through the US Department of Education that do have these types of panel surveys where they go back periodically and interview whether it's parents, teachers, school principals, and students and just see how they respond differently to similar items over a very long period of time.

Educators like Roland Barth (1990) talk about «improving schools from within» where the relationships in a school are viewed as crucial to change as well as teacher satisfaction.

Similarly, in a struggling school, there may be few structures in place to support teacher collaboration, and this can be where it would be useful to have teachers from another building talk about how they find ways to work together to support teacher learning.

In Nashville, where teachers in their first three years account for nearly half of all teachers who leave the district, school leaders this year held a «new teacher academy» that featured inspirational talks, breakout sessions, hands - on simulations, and networking opportunities to better prepare their new hires for the year ahead.

She enjoys her class discussion boards where she can talk with her friends, hear the opinions of her classmates and get feedback from teachers.

Summary: In this article, the author who is an elementary school teachers talks about the advantages of looping - where the teacher move on to a new grade with the same group of students.

She presents public lectures on her work for LSST and occasionally works with Brookhaven's Office of Education Programs where she gives astronomy - related talks for middle and high school students, as well as science teachers.