Sentence examples for improving their classroom from inspiring English sources

Those successful strategies include engaging teachers in curriculum and assessment development, using assessment data as diagnostic tools to identify areas where students and teachers need additional support, embedding time in the work week for teachers to collaborate on improving their classroom effectiveness, and actively cultivating strong communication with parents and community organizations.

A large proportion of teachers have simply attained a 12th Grade education; the UNICEF-supported training will be of particular benefit to these teachers in improving their classroom teaching skills.

This misalignment contributed to various situational challenges that became obstacles for teachers to improve their classroom practices through curricular-based interventions.

Though the value-added method is often used to help educators improve their classroom teaching, it has also been a factor in deciding who receives bonuses, how much they are and even who gets fired.

The course was designed to help prospective teachers understand and improve their classroom practice and adopt an inquiry-based approach to learning and teaching while contributing to their knowledge base.

Leahy et al. (2005) provided teachers with various activities to improve their classroom assessment practice.

Implementation requires supporting teachers so they can make incremental an continuing changes to improve their classroom instruction.

In a recent (September 2015) video produced by The Chronicle of Higher Education, 'Ask Me': What LGBTQ Students Want Their Professors to Know, "transgender and gender-nonbinary students share what keeps them from feeling safe and thriving on campus". These students give us personal and powerful statements on how we can improve their classroom and campus experiences.

Lesson observation is an important way teachers coach each other to improve their classroom management skills.

Furthermore, a number of intervention studies, such as those by Larry Aber of New York University and his colleagues, show that this skill can be promoted in boys and girls in ways that improve their classroom performance and reduce aggression.

However, they did not change their aggressive or prosocial reactions to exclusion, improve their classroom behavior relative to the no-treatment control group, or attend class more.