Sentences with phrase «work happening in my classroom»

Not exact matches

Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams — it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.

One sure sign that this has begun to happen will be a shift in informal out - of - classroom conversations from talk about course work, or even from talk about people in the school, to talk about the school itself.

Let the tinies learn what it looks like to be a person, made in the image of God, working — no matter if our work happens on computers or at the laundry or on the job site or the classroom — as unto the Lord.

In Bob's classroom, there's a theological discussion (The movie doesn't hide its religious bent, but it doesn't preach, either) about the age - old questions of «why bad things happen to good people» and «why people who work hard don't always succeed.»

The best work happening in «iPad classrooms» involves the creation of new forms of media that showcase multiple pathways of understanding, allow for collaboration with peers, and lead to communication with broad audiences.

«The work of the school happens in the classrooms.

When this happens, schools often have to close as you can't have children — or staff — working in a freezing cold environment and the Education (School Premises) Regulations require a classroom to be at a minimum of 18 °C.

By making classrooms places where real - world work and thinking happen, we encourage inquiry, conversation, and conflict in hopes of creating something better for our students.

So what typically happens is we apply — and this is obviously a stereotype — we apply a rigid set of parameters about what is and isn't acceptable and then those don't work in practice, then behaviour escalates, and then the child ends up being out of the classroom of course.

By making classrooms places where real - world work and thinking happen, we encourage inquiry, conversation, and conflict in the hope of creating something better.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

Cathy Davidson, author of Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn, encourages us to ask: «What is happening in the classroom that could not be duplicated by a computer?»

As a guy who mostly writes about «policy» and «leadership,» I'm the first to admit that this stuff can feel pretty far removed from the critical work that happens every day in classrooms.

I worked with other faculties across the school to see how they could actually support the maths that had been happening in classrooms through a bit more explicit teaching, a bit more explicit language in their own subjects.

At the same time she works with practitioners to unravel how what happens in classrooms relates with students» emotional lives.»

To use in the classroom: - They can be part of a Spanish art unit - Used for substitute lesson plans - Extra credit activities - Expansion activities for the special ed student (of any spectrum)- Decorations to post on the wall for the parents» night - Well coloured pictures can be used to discuss what is seen, happening / happened, why something happened, why artist wanted to paint this, compare and contrast between artist's other works, classmates choice of colors...

Effective leadership development does not happen in a vacuum, or in a classroom, but in the flow of engaging work.

So, an art initiative and a science initiative between the Elementary School, the Middle School and the High School where there are kids P / K -12 working together and learning together in probably more of an authentic way than happens sometimes traditionally in the classroom.

Indeed, there are many ways that scannable technology like QR codes and augmented reality can make sharing student work happen easily in your classroom.

The framework works in a natural flow, progressing from one stage to another, similar to how the different parts of teaching and learning happens in the classroom.

Cheating in the Classroom: How to Prevent It (and How to Handle It If It Happens) Classroom management expert Howard Seeman says if cheaters get away with cheating — and get higher grades because they cheat — it sends a de-motivating message to the hard - working students in your classroom.

The Chartered Teacher programme aims to support teachers» personal, professional and career development, and acknowledges and celebrates the fantastic work that happens in classrooms across the country every day.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

The Chartered Teacher programme aims to support teachers» personal, professional and career development and to acknowledge and celebrate the fantastic work that happens in classrooms across the country every day.

If teacher leaders are planning to spend time working with teachers in their classrooms, they might also assist teachers beforehand in planning what will happen in the classroom.

I think in a way we were trying to point out that more of a sense of cohesiveness and community within the district could change how education happens, you know that it is not just you all by yourself doing your good work in the classroom... but that you also have a responsibility to work with your colleagues and help them.

The unfortunate consequence of «loose coupling» is that teachers tend to work in isolation from each other and from their administrators as they (teachers) manage and are held accountable for the technical core and ultimately for the student learning that happens or does not happen in the classroom.

LIFT districts have a clear theory of action in this work: Real improvements in the classroom happen when teachers are supported in their planning process by strong, standards - aligned instructional materials.

We know that the work of Teaching Artists in collaboration with arts and non-arts classroom teachers is critical to making this happen, and we know the need for experienced teaching artists to do this work is expanding as a building body of research identifies positive school - wide effects of arts integration.

If the group is too large I worry that it becomes too easy for a participant to «hide» and really never reveal very much about their thinking and practice, and therefore never really examine that thinking and practice with colleagues and, as a consequence, never really work to strengthen what is happening in the classroom.

In an outstanding school, teachers understand that they have the capacity to help every student excel, and they work collaboratively to make this happen — they share and discuss individual student data with their peers and with the principal; they observe each other's classrooms and ask for each other's suggestions.

Looking in, you see the best parts of what is happening in your classroom, your teaching practices and the areas that still need some work.

Implementing differentiated instruction requires managing multiple activities happening simultaneously in the classroom: the teacher instructs a small group as other students work collaboratively in study groups or independently.

Those working in administrative positions within the bureaucracy of most districts are far removed from the realities of the everyday happenings within the classroom, even when the «district» refers to and relies upon their «so - called» experts.

«There seems to be more of a recognition that we are all working together and that teachers and staff and administrators and the Board are all aligned in focusing on the important work that happens in the classroom,» Hughes said.

These conversations weren't punitive, rather they focused on what's happening in the classroom and an opportunity to review progress, so they could work to meet their goals collectively as a school.

The second phase happens during classroom instruction, where the coach or study team and teacher talk to students as they are working independently and ask them the two questions in Figure 1: «What are you learning?»

When the classroom is in full - choice mode, everyone is working at their own pace and early finishing happens all the time, so much so that the concept of Early Finishers doesn't exist.

Digital distractions are happening more and more in classrooms around the country, so we discuss ways to work to prevent them with your students.

Some things are relatively straightforward - and are happening in classrooms across the country: teachers can use formative assessment and student work to make decisions and adjust instruction; teachers can demand rigor, of themselves and their colleagues; teachers can teach in ways that are rigorous and relevant — leveraging the assets of the families, cultures and community resources of the children they serve — getting students to think and act critically in their world and the larger one.

The coalition is developing proposals for ways of closing the gap between research that shows what works, and what happens in classrooms.

But the main focus is just dealing with the feelings that are happening right now in the classroom that if we don't address them, they're going to interfere with the academic work that we want to accomplish.

As educators, sometimes we forget that what we see a child do every day — those unscripted, often entertaining, organic happenings in the classroom, as with Maddie and Lilly — all work together to give us answers to help drive instruction, plan intervention, and meet the unique needs of the children in our programs.