Sentences with phrase «working with their teacher independently»

Every student learns a little bit differently and every student needs time working with their teacher independently or in a small group to have those individual needs met.

Not exact matches

We seek a teacher who works well with others, as well as independently, and who possesses a pioneering spirit and enthusiasm for bringing Waldorf education to the heart of America.

One is the «Mysore style» method in which students in the class work independently at their own level of proficiency with hands on assistance from one or more teachers.

While teachers work with individuals or groups of students, the rest of the class concentrates on «have to's,» assignments they know they have to complete independently.

To ensure plenty of time for puzzling and reasoning, she started her lesson with independent work time, moving into the teacher - centered portion of the lesson only after students had been studying the problem, first independently and then in pairs, for more than half of their math block.

Some students are working together using technology to collaborate or solve a problem, others may be working independently to write a reflection or practice a skill, a small group may be working with the teacher using manipulatives or tablets to practice with support.

The buildings were filled with attentive assemblies, groups of students working independently, teachers who could leave classrooms for coffee without issuing threats or bribes, relaxed and happy kids, and staff members who gushed about the pleasure of coming to work every day.

«Self - management and teamwork» is a 22 page A4 workbook for students to complete on their own, working independently, with the support of a teacher or tutor.

«Applications, Interviews» is a 20 page A4 workbook for students to complete on their own, working independently, with the support of a teacher or tutor.

Usually, students are working independently, or with a friend, while the teacher coaches one student at a time.

Results from the programme also revealed that teacher confidence also improved and teaching practices changed over time, with children increasingly able to work independently and collaboratively

Have an enrichment lesson ready for them at that station — make it something that students can work on independently with little guidance from the teacher.

Teachers can observe how students choose to use their learning time, manage their workloads, and work independently, with teacher support, or across grade levels.

The teacher can present a topic with minimal distractions and easily monitor students while they work independently.

Those who have met or exceeded standards work independently in small groups, and the teacher checks in with them throughout the class.

Professor Sue Walker joins Teacher to discuss the findings of a new study that suggests girls start school with more «self - regulation» skills — things like paying attention, staying on task and working independently.

But as students grow up and gain the skills to work independently, the time with technology will increase and the time with teachers will decrease.

These sites and apps can be used independently by upper elementary students, and kids as young as kindergarten may have fun working one - on - one or in small groups with the teacher.

By helping students work more independently, it gives teachers more time to work one - on - one or with small groups of students.

At Brighton all students have an Apple MacBook Pro and O'Neill says the students can independently watch their teacher's instruction video at home, and with the pre-learning at the lower level done the teacher can do the higher order thinking work during class time with the students.

Children write their beginning — the teacher will need to work with children independently — yes this is time consuming but so WORTH IT!

Paraprofessionals also report that they are often left alone with students to make important decisions and act independently, despite federal mandates that require paraprofessionals to work under the supervision of a certified teacher.

In every BVP elementary school classroom, scholars have the opportunity to work in small groups with their teachers, with their whole class, and independently throughout their day.

Building on Total Participation Techniques, the authors worked with National Board — certified teacher Keely Potter to develop more than 50 teacher - tested tools and techniques that help students read independently and critically.

On a recent day at St. Paul School, for example, one group in Minh Gavino's fourth - grade math class worked directly with the teacher, a second group worked independently on laptops and a third group worked together from a textbook.

Students spend part of their day working online, part of their day working with the teacher in small groups and part of their day working independently on related materials.

North Carolina, Louisiana, and Tennessee all independently concluded that TFA corps members were the most effective out of recent graduates from other teacher preparation programs with which they had worked.151 A controlled study conducted by Mathematica found that students taught by TFA teachers earned higher math scores than students taught by non-TFA teachers with similar years of experience; the TFA - taught students learned approximately 2.6 months of additional material in math during the school year.152 Similarly, another study found that TFA first to third grade teachers» students grew 1.3 additional months in reading compared with their peers who had non-TFA teachers.153

Mirroring Massachusetts's effort, preparation providers in Utah have designed and piloted the Utah Preservice Teacher Evaluation Rubric, which delineates the skills and capabilities new teachers should have before leading a classroom independently — for example, being able to work with parents to support student success.

Total Literacy Techniques: Tools to Help Students Analyze Literature and Informational Texts: Building on ASCD's best - selling book Total Participation Techniques: Making Every Student an Active Learner, authors Pérsida Himmele and William Himmele worked with National Board — certified teacher Keely Potter to develop more than 50 teacher - tested tools and techniques that help students read independently and critically.

While students are working independently on devices, teachers can work with small groups who need extra support with their core curriculum work.

Technology can therefore complement teachers and classrooms by first empowering individual learners when they are working independently, and then by providing data that inform teachers» instructional planning, communication with parents and student goal - setting.

The authors recommend an approach of four successive steps that teachers can take with students to instill in them the ability to work independently and gauge the quality of their work: (1) establish clear learning goals and teach students to analyze the demands of tasks and learning goals; (2) provide students models of high - quality work and discuss what makes something exemplary; (3) teach students to monitor and assess the quality of their work; and (4) provide specific, meaningful feedback.

Gullen recommends six practices teachers should take to help students strengthen both computer skills and the ability to work independently on lengthy problems with many parts.

Other teachers may prefer to walk students through these problems in the classroom or take them home to work independently with the help of online resources like these.

When they are not working with the teacher, students work independently or in the ability groups to practice subskills of reading and writing (e.g., spelling practice, grammar practice, handwriting) and work on theme - related writing assignments.

Facilitators may choose to work with small or large groups; individual teachers may work independently; or the series may be used as a coaching tool.

Verhoeven's (1999) work cautions teachers that it is unrealistic to expect ELLs to decode words independently until they are familiar with the sound system of English.

Students spend much of their time working independently and in small groups, conferencing with teachers to monitor progress and for interventions as needed.

Classroom structures may need to be adjusted to accommodate individualized learning — in other words, instead of the traditional rows of desks facing the blackboard, classroom seating arrangements may need to be more flexible, so that the teacher can work with individuals or small groups while the majority of students work independently with a personalized learning software program.

In guided instruction, teachers work with small groups of students while the rest of the class works independently at different stations.

While it is important for High School Teachers to work well in a collaborative environment, such as with other teachers and school administrators, they must have the ability to work independently; for example, when designing lesson plans or gradingTeachers to work well in a collaborative environment, such as with other teachers and school administrators, they must have the ability to work independently; for example, when designing lesson plans or gradingteachers and school administrators, they must have the ability to work independently; for example, when designing lesson plans or grading papers.

FIVE KEYS SCHOOL, Aurora, MO (6/2014 to 8/2014) Substitute Teacher • Created and implement core curriculum, based on each student's specific needs • Developed and implemented lesson plans in sync with students» varying educational needs • Researched for teaching materials and developed resources to use during class instruction • Imparted lessons in accordance to implemented curriculum and ensured that each student is at par with the information provided • Answered students» questions and assisted them in understanding difficult concepts • Encouraged students to think on their own by inspiring them to work independently • Marked and graded class assignments and homework • Created and administered tests on a periodic basis • Assessed students according to their individual milestones and created correlating reports • Maintained student information in a safe and confidential manner

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

City School, Merrimack, NH 2008 — 2011 Preschool Director • Independently planned annual school calendar • Worked with preschool staff to determine needs for changes or additions to classrooms and playgrounds • Provided appropriate vision for program development activities • Oversaw tuition fees and student records • Handled teachers» training and deployment needs