Sentences with phrase «worked as a class teacher»

He studied Waldorf education at Emerson College in England and worked as a class teacher and a high school teacher in several Waldorf schools.

An educator since 1985, Tommi has worked as a class teacher, subject teacher, and block teacher for grades K - 8 and, prior to pursuing Waldorf Education, taught kindergarten and first grade in the public school system.

Not exact matches

As a client, that means you can focus on the teacher's voice, the instruction, and close your eyes to work deeper in class.

There's a sort of shared anticipation in the air as the days grow shorter, the breezes get cooler, and folks everywhere begin new journeys together — a new school year for teachers and students, new jobs for recent grads, new projects at work, new Sunday school classes at church, new shows on TV, a new session of Congress in Washington, new routines, new people, new information, new schedules.

As long as teachers are regarded (and regard themselves) as lay people who make their living by teaching, they can not readily transcend the class structure in the conduct of their worAs long as teachers are regarded (and regard themselves) as lay people who make their living by teaching, they can not readily transcend the class structure in the conduct of their woras teachers are regarded (and regard themselves) as lay people who make their living by teaching, they can not readily transcend the class structure in the conduct of their woras lay people who make their living by teaching, they can not readily transcend the class structure in the conduct of their work.

At the same time, Turnaround's staff works to improve the classroom environment as a whole, coaching teachers on strategies to improve students» academic outcomes by improving their experience in class.

This takes place through school visits of one to several weeks annually in North America Waldorf schools, working with teachers, classes, staff, and individual students, as well as offering lectures / workshops for parents and the wider community.

He took a class from first to eighth grade at the Denver Waldorf School, then worked as a high school science teacher at High Mowing and class teacher at Pine Hill Waldorf School before moving to Michigan.

Previously, she taught as a class teacher at Green Meadow Waldorf School for five years and served there as a mentor on the Teacher Development Committee; she also worked with that school's administrator on curriculum - related projects and offered teacher steacher at Green Meadow Waldorf School for five years and served there as a mentor on the Teacher Development Committee; she also worked with that school's administrator on curriculum - related projects and offered teacher sTeacher Development Committee; she also worked with that school's administrator on curriculum - related projects and offered teacher steacher support.

From 1993 - 2001, Gary took a class from first to eighth grade at the Denver Waldorf School, then worked as a high school science teacher at High Mowing School and a class teacher at Pine Hill Waldorf School before moving to Michigan.

In this way, parents and teachers can work together over time, orchestrating their efforts to best meet the changing needs of the child and the class as a whole.

These classes work because Donna Bruschi has been working with parents for over 20 years as a friend, a lactation consultant, teacher, group leader and healer.

Anna taught as a class teacher at Green Meadow Waldorf School for five years and served there as a member of the Teacher Development Committee; she also worked with the Green Meadow administrator on curriculum - related projects and offered teacher steacher at Green Meadow Waldorf School for five years and served there as a member of the Teacher Development Committee; she also worked with the Green Meadow administrator on curriculum - related projects and offered teacher sTeacher Development Committee; she also worked with the Green Meadow administrator on curriculum - related projects and offered teacher steacher support.

Following a 30 - year career at Green Meadow Waldorf School as a class teacher (1986 - 1991) and as Director of Physical Education and Athletics (1991 - 2016), Will is broadening the spectrum of his work in movement education to meet the growing needs of our time.

When working as a preschool director and teacher in Waldorf schools in the Chicago area, Bonnie pioneered the development of parent - child classes for families of very young children.

Birthing from Within Advanced Mentor Retreat with Virginia Bobro, 2017 Doula Trainings International Doula Training with Jackie Davey, 2017 Creating a Culture of Breastfeeding in the NICU with BreastfeedLA, 2017 Diversity, Determinants, and Disparities in Maternal Mental Health, 2017 Hypnobirthing for Birth Professionals with Ellie Shea, 2017 (certified 2017) Working with Diverse Populations in Maternal and Child Health with Shafia Monroe, 2017 Changing the Paradigm: Social and Historical Trauma, 2017 Seeking Safety with Treatment Innovations, 2017 Holding Space for Pregnancy Loss with Amy Wright Glenn, 2017 Working with Childhood Trauma with Echo Parenting, 2017 Breastfeeding Full Circle with Dr. Jack Newman, 2016 Art of Sacred Postpartum and Mother Roasting with Sara Harkness, 2016 (certified 2017) Birth Story Medicine Part I with Pam England, 2016 Supporting Perinatal Mental Health as a Doula with Sonia Nikore, 2016 Prenatal and Postpartum Nutrition with Elizabeth Kotek, 2016 Sacred Blood Mysteries Online Class with Sacred Living, 2016 Birthing from Within Introductory Workshop with Virginia Bobro, 2016 Supporting Breastfeeding as a Doula with Kate Zachary, 2016 Homebirth Caesarean Workshop with Courtney Jarecki, 2016 Return to Zero Training for Supporting Fetal and Infant Loss with Kiley Hanish and Ivy Margulies, 2016 Acupressure for Pregnancy, Labor, Birth and Postpartum with Abigail Morgan, 2016 Becoming Dad Workshop with Darren Mattock, 2015 Diversity Roundtable for Birth Workers with Debra Langford, 2015 Babywearing for Doulas with Laura Brown, 2015 Co-leader, BabywearingLA, 2014 - 2016 DASC Director of Hospitality, 2014 - 2015 Co-leader, Silver Lake meeting of the International Caesarean Awareness Network, 2013 CAPPA Lactation Educator Training with Christy Jo Hendricks, 2013 (certified 2015, recertified 2018) Acupressure for Labor and Birth with Abigail Morgan, 2013 Essential Oils for Doulas with BluJay Hawk, 2013 Babywearing for Birthworkers with Laura Brown, 2013 Rebozo Techniques with Angela Leon, 2013 Massage Techniques for Doulas with Jenna Denning, 2013 Breeches, Twins and VBACs with Stuart Fischbein, 2013 DASC co-Director of Development, 2012 - 2013 Co-founded Two Doulas Birth, 2012 Spinning Babies Training with Gail Tully, 2012 Featured as the Doula Expert in LA Parent Magazine, 2012 Advanced Doula Training with Penny Simkin, 2012 CAPPA Postpartum Doula Training with Darla Burns, 2012 (certified 2014, recertified 2017) Yoga Instructor, Yogavidala, Los Angeles, CA, 2011 - 2012 Billings Ovulation Method Teacher Training, 2011 CAPPA Labor Doula Training with Angie Whatley, 2010 (certified 2011, recertified 2014, recertified 2017) CAPPA Childbirth Educator Training with Angie Whatley, 2010 (certified 2011, recertified 2014, recertified 2017) Neonatal Resuscitation Program Workshop with Karen Strange, 2010 (certified 2010) Herbs and Homeopathics in the Care of Women and Infants, 2010 The Farm Midwifery Center Midwife Assistant Workshop with Ina May Gaskin, 2009 Birthing from Within Introductory Workshop with Pam England, 2009 Iyengar Yoga Introductory I Assessment passed, 2010 Yoga Instructor, Eastern Sun Yoga, Memphis, TN 2008 - 2011 Yoga Instructor, Evergreen Yoga Center, Memphis, TN, 2009 - 2011 Eastern Sun Yoga Iyengar Teacher Training with Lou Hoyt, 2008 - 2011 Audubon Yoga Iyengar Teacher Training with Karin O'Bannon, 2010 - 2011

«It simply is scandalous that many supply teachers are regarded as second - class professionals and are being denied equal treatment at work.

As a teacher, Santos believes he has a unique perspective on the educational needs of the district, and also cites his «humble upbringing» as the child of the working class, specifically contrasting his background to that of the incumbent, who had a privileged youth as the daughter of a successful doctoAs a teacher, Santos believes he has a unique perspective on the educational needs of the district, and also cites his «humble upbringing» as the child of the working class, specifically contrasting his background to that of the incumbent, who had a privileged youth as the daughter of a successful doctoas the child of the working class, specifically contrasting his background to that of the incumbent, who had a privileged youth as the daughter of a successful doctoas the daughter of a successful doctor.

After receiving a degree from Marymount Manhattan College, Ferraro worked as an elementary school teacher in Astoria and took night classes at Fordham Law School.

Other proposals aimed at increasing the availability of one - to - one adult supervision, such as Classroom Assistants, were received less well, with teachers initially reacting badly to the perceived de-skilling of their work and the belief that smaller class sizes were going to be achieved by diluting the role of qualified teachers.

Conference notes that this growing phenomenon includes: (i) management - led working practices which have not been workload impact assessed; (ii) coercive practices such as insidious threats to career progression; (iii) the de facto lengthening of the school day through the expectation that teachers will deliver extra lessons outside of the normal timetable; (iv) the loss of lunch breaks for teachers and students alike; (v) the bullying of teachers into running «booster» and revision classes after school, at weekends and during holiday periods and (vi) the consequential compromising of the teacher's work / life balance.

«It was heartbreaking to see working - class people lose essential things,» said McPartlan, a Wantagh High School art teacher, who teared up as she watched the film.

Knowing how to work with these groups will deepen your confidence as a teacher, expand the range of private clients you can work with, and increase the types of classes you can offer.

Each of our teachers offer a different flavor to their classes and when a student (as we are all students) are working on different postures - it can be nice to get a few perspectives to feel reassurance we are moving in the correct direction.

But when I came to the US and started attending ESL classes, our teacher, as we started the chapter on wardrobe vocabulary, mentioned that «women here change their work outfits daily».

Now I take TESOL class and work as an English editor and teacher in publishing / education industry.

The main story follows Noah (Jeff Branson), the swim class teacher and his bout with depression; Jordan (Jess Weixler), a girl who works part time in a casino and part time as an exotic dancer; Amy (Paget Brewster), a high school math teacher whose husband left her for another teacher; and a young man (I never did catch his name) who seems to live at the casino where Jordan works and who meets and beds Amy.

The story followers high schooler Simon (Devon Bostick) as he confronts the mysterious past of his dead mother (Rachel Blanchard's Rachel) and father (Noam Jenkins» Sami) while working on an assignment from his teacher (Arsinee Khanjian's Sabine), which certainly doesn't sit well with his working - class uncle (Scott Speedman's Tom).

There, Bill works as a math teacher at a fancy prep school, while Wes tries to fit in with his upper - class peers.

Since that time, I have worked as a 6th grade Humanities teacher for a class called Being, Space, & Place (BSP).

Teachers in a startup culture can work together to build the classroom «brand» through activities such as proudly displaying the mission in the students» learning spaces, sharing messages of success on class websites and blogs, or designing a class logo and fun swag like t - shirts, water bottles, stickers, and pens.

In fact, paying elementary age children to read books did as much to boost their ability as more popular approaches such as smaller class size, Head Start, and bonuses to teachers for working in at - risk schools, the study determined — and was much cheaper, too.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

This tool enables collaboration between multiple groups in a classroom environment, as students and teachers can share content sources, allowing them to discuss their work on a main screen in front of the class.

This gives the teacher feedback, At the end students compare original list with new list and will see working as a class they will have double their learning, HOT questions in 2s, 3s, 4s.

Last year Hill asked her teachers what they wanted most as part of the school pairing, and the majority wanted to work with other teachers, plan together, and observe classes.

This gives the teacher feedback, At the end students compare original list with new list and will see working as a class they will have double their learning, Teacherinstruction Christian teachings reinforce with keyword game - Alphabet Analyser Give students 1 minute to write as many keywords connected with image - then after 1 minute they draw a line under the last word.

Over the last two decades I have worked with more special education students than I can remember as a special education teacher and a regular education teacher teaching inclusion classes.

When evaluating the photos taken of the different aspects of the learning environments and the tasks in which students were engaged, teachers identified a number of significant changes, such as: students working on a greater range of products, a greater level of student self - direction and increased collaboration across different classes and year groups.

While taking night classes through the Harvard Extension School and working as a teacher, Immordino - Yang realized she needed more time to study how children learn so she applied to the master's program at HGSE.

The Lakeland High School teacher, who turns ninety in November and began teaching when FDR was president, greets her seniors as they stroll into room 106, the same class she's been working in since 1952.

[iv] Summarizing this work in Education Next, Dave Marcotte and Benjamin Hansen concluded that «expanding instructional time is as effective as other commonly discussed educational interventions intended to boost learning» such as reducing class size and improving teacher quality.

As he wrote in his first book, Square Peg, «By not understanding how much people vary in their working memory, teachers force kids constantly to jump through needless hoops, much as if they were obliging their students to ride unicycles between classeAs he wrote in his first book, Square Peg, «By not understanding how much people vary in their working memory, teachers force kids constantly to jump through needless hoops, much as if they were obliging their students to ride unicycles between classeas if they were obliging their students to ride unicycles between classes.

I observed a math class where the teacher repeatedly reminded students as they worked to «think about what they want to see.»

He took classes he enjoyed, like social sciences and history, and also picked up work as a substitute teacher in the public school district.

There are also peer networks that can work really well for beginning teachers but again these meetings that we put together for these young people, or inexperienced teachers I guess, we need to have more experienced teachers that are acting as mentors but also that can steer those conversations more towards problem solving and critical discussions, rather than a venting of «what happened in my class last week», «what disaster occurred».

This resource is designed to be printed off and given as a class work booklet, to be completed with the teacher guiding them through the activities.

The program also helped Krakowsky prepare a portfolio of work from her first year as a teacher, and participants in her section of the program submitted applications for mini-grants and used the grant money for class projects.

08, met Mancilla - Martinez when the latter served as a teacher's assistant in a class on reading, and then went on to work with her on Lesaux's research project.

She has worked as a regular classroom teacher, in English and French immersion classes, and as a thinking skills / enrichment resource teacher.