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When dealing with technology, things go wrong. The wifi doesn’t work. Kids forget their devices. e electricity bill payment Teachers become discouraged. But that’s okay because positivity spreads. “What can we do to make this work in the future?” should be a constant refrain. gas mask tattoo Remind your teachers that there is always a solution and that failure is part of the road to success. The coach’s job is to stay positive and inspire teachers and students to do the same. electricity office near me Supportive

Teachers are responsible for so many things. I don’t believe that technology should be another worry for them. Technology integration coaches should work for the teachers by acting as a positive support system. bp gas prices columbus ohio Part of the reason that I love my position is because I can take some of the burden off of the teachers’ backs. Technology integration coaches should be empathetic to teachers’ reservations about technology and remember how difficult it can be for some people to shift perceptions and practices. Enthusiastic

Your passion for teaching, technology, and student success should be visible to the people around you. Like positivity, enthusiasm spreads. j gastroenterol Teachers who have been apprehensive about using technology are more likely to experiment with new teaching approaches when they know the possibilities and they’re communicated with enthusiasm. So freely share your knowledge, skills and excitement with them.

• The American School Counselor Association offers professional development online, with a number of topics relevant to integrating counseling more deeply in the classroom. Webinars are archived, free, and can be viewed by members anytime, anywhere (there is an annual fee). 4 gas laws Relevant topics include “ The School Counseling Supervisor’s Role in District-wide Program Advocacy”, “ Incorporating STEM Into Your School Counseling Program”, and “ Culturally Competent School Counseling”.

• At Casco Bay High School in Portland, ME, professional development means daily planning time for teachers, independently or in teams. “Learning walks” and monthly check-ins with lead teachers and administrators help develop understanding and capacity. Casco also has a three-day summer institute to support the Casco community in preparing for the upcoming year.

• The Stanford Center for Opportunity Policy in Education( SCOPE) released a set of case studies in 2014 that highlight some best practices in student-centered professional development and practice. At Dozier-Libbey Medical High School in Antioch, CA, a weekly early release of 90 minutes allows for teachers to partake in “Collaboration Wednesdays.” This weekly professional development opportunity is intended for teachers to connect with each other and see how their work is aligned with other classrooms. On page 47 of the SCOPES case study , a Health teacher expresses appreciation for the collaboration time: “I can do things here in class that help the [students] with their physiology or English. If they’re doing a big assignment there, I can try to do something that supports what they’re doing. So I feel like that helps a lot with the student experience. They know that we’re communicating with each other. electricity cost per month I think that just makes them feel better about what they’re doing.”