Not exact matches
Using small group, integrated, thematic
instruction, your child will develop independent exploration
skills in mathematics, early literacy,
social studies, and science concepts.
As explained
in Critical Evidence: How the Arts Benefit Student Achievement, arts
instruction can develop cognitive and
social skills, increase motivation, and help form a positive school environment when integrated into the classroom curriculum.
In addition, Florida embraced sensible education reforms such as alternative teacher certification, the curtailment of
social promotion for students lacking basic literacy
skills and the revamping of literacy
instruction.
In order to effectively plan
instruction, it's important to determine students» current level of knowledge and state of academic,
social, and emotional
skills.
This program relies on explicit
instruction in skills related to personal responsibility,
social awareness, self - management, decision making, and goal - directed behavior.
Licensing would be a major advance if it were grounded
in practical demonstration that teachers and teaching assistants have the right set of
skills to educate young children, and know how to individualize
instruction and interactions with young children who differ
in their
social and emotional needs, their linguistic needs, and their needs related to specific early academic
skills.
The RCCP includes regular classroom
instruction in violence prevention and
social and emotional
skills such as empathy, cooperation, negotiation, appropriate expression of feelings, and appreciation of diversity.
Our plan is grounded
in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented
social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media,
in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age,
social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of
instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection
skills.
The
instruction in social and emotional
skills includes lessons both created by the RCCP and adapted from other programs.
AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing
in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective
instruction focused on improving children's language and
social - emotional
skills.
«Our
social and emotional
skills known as «soft
skills» are critical to success
in school and life — for instance how to control emotions, take turns, share with others and pay attention to
instruction, actually begin forming
in childhood and learning these
skills in preschool could prevent harder problems later
in life,» explained Mrs Williams.
Hear how Discovery Education
Social Studies Techbook made teaching and learning an unforgettable experience and: • Saved teachers time
in planning lessons • Helped teachers differentiate
instruction • Strengthened students» literacy and critical thinking
skills The Rock Hill School District will share its vision, plan, and lessons learned as it successfully increased student engagement and achievement
in the digital
Social Studies classroom.
Working
in small groups, you can use SEL
instruction to improve students»
social and emotional
skills.
«When we look for greatness
in our schools, we also look for evidence of high expectations for all students, a commitment to
social - emotional learning and to a safe and healthy school climate, and a commitment to personalized
instruction — giving students the opportunity to learn based on the unique interests and
skills.
This position is responsible for the professional
instructions designed to provide academic,
social, physical, and
skills development for students
in specific grades / subject areas to prepare the to...
Concern about the
social consequences of technology have driven some to suggest de-emphasizing technology
in education (Stoll, 1999), while others have argued that effective
instruction (particularly
social studies education) must include a range of computer technology
skills (Martorella, 1997).
Social and emotional learning
in a school environment encompasses three areas: the culture and climate of the school, explicit
skill instruction for students, and modeling of SEL competencies by the adults
in the school.
Embedded SEL
instruction has the benefits of direct
instruction but goes further to give students opportunities to apply and practice
social and emotional
skills in real - life situations, but within the safety of a controlled setting.
Getting families involved
in the process of teaching
social and emotional
skills is one of the best ways to promote SEL
instruction and support the development of these
skills throughout the year.
She is a former Special Ed Teacher with over 6 years experience
in special needs, emotional disabilities, conduct disorders, behavior management,
social skills training, curriculum
instruction and delivery and Crisis Prevention Interventions.
Strong technical
skills, particularly
in integrating technology
in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching
in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect
instruction in the areas of
Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation
in all TAP requirements, focusing on data - driven
instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving
skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students
in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
Mastering Middle Grades prepares students for the academic and
social challenges of middle school though
instruction in crucial
skills not often covered
in academic courses.
«Teachers across America understand that
social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this pri
social and emotional learning (SEL) is critical to student success
in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic,
Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this pri
Social, and Emotional Learning: «Educators know these
skills are teachable; want schools to give far more priority to integrating such development into the curriculum,
instruction, and school culture; and believe state student learning standards should reflect this priority.
The academic program of KIPP WAYS Primary is focused on building core foundational academic
skills in phonics, reading, writing, and math, enhanced by targeted exposure and
instruction in science,
social studies, enrichment and character
skills.
Research has shown that when educators attend to the
social emotional needs of the students and offer
instruction in the
skills necessary to successfully engage with intrapersonal and interpersonal interactions that academic achievement is enhanced.
All four studies demonstrated positive and significant gains
in academic achievement and
social skills for students involved
in the RTL program as compared to students not receiving
instruction in the RTL model.
Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine
instruction and meet student needs + Participating regularly
in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following
skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards +
Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.
instruction in a variety of motor
skills and physical activities designed to enhance the physical, mental, and
social or emotional development of every student;
Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement
instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of
social emotional learning (self - awareness
skills,
social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.
According to Shriver,
instruction in the five domains of SEL — self - awareness, self - management,
social awareness, relationship
skills, and responsible decision - making — creates a common framework across multiple domains to support success
in school and life for all students.
Initially, students receive their academic and
social -
skill instruction within the Aspergers classroom with an eventual goal of the student being included for the academics
in the general education classroom.
•
instruction in Literary Braille and Nemeth Code (math code for Braille) • creation or ordering of adapted / enlarged materials • training
in assistive technology • development of independent living
skills • facilitating self - advocacy development • assistance with
social interaction • supervision of Braille para-educators
Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum,
instruction, assessment, school organization, and school culture; b) Engages
in reflective dialog with colleagues based on observation of
instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving
in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the
skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues
in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use
social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity
in the classroom and ensures that individual student learning needs remain the central focus of
instruction.
Remedial
Instruction: Students who need remedial instruction after school or during the summer may be among those most in need of social and emotio
Instruction: Students who need remedial
instruction after school or during the summer may be among those most in need of social and emotio
instruction after school or during the summer may be among those most
in need of
social and emotional
skills.
Unlike many education reform initiatives, the solutions that directly address student learning through the provision of new or improved forms of
instruction have had significant positive impact on student achievement
in grades 7 through 11
in mathematics, language arts,
social studies and science and on the development of early reading
skills.
Provided
instruction to high school students with multiple severe / profound exceptionalities
in the Community - based
instruction (life
skills) program, a self - contained setting, with emphasis on the areas of English, mathematics, science,
social studies, personal health, and vocation.
The role of an Infant Teacher is to provide
instructions in early physical development, language development, and
social skills.
• Assist lead teachers
in planning, designing and implementing curriculum • Provide assistance
in preparing lesson plans • Impart classroom
instruction in accordance to lesson plans • Supervise and control students during class and when the lead teacher is not present • Assist students with carrying out classroom activities • Assist students during lunch time • Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help
in maintaining a clean and organized classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students
in social skills development • Assist
in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist
in grading test papers and exams • Assist
in checking work books and homework • Operate equipment such as projectors and computers for instructional purposes • Maintain appropriate classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and practicing patience • Deliver
instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher
• Demonstrated expertise
in motivating students to develop
skills, attitudes and knowledge with a view to provide a good foundation for elementary grade education • Documented success
in teaching reading, language arts,
social studies, mathematics and science by utilizing course of study adopted by the state's Board of Education • Adept at using a variety of
instruction strategies, including inquiry, groups discussion and discovery
Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems
in students and followed up with the teacher.Tutored children individually and
in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group
instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading
skills through the use of children's literature, reader's theater and story time.Differentiated
instruction according to student ability and
skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students
in various stages of cognitive, linguistic,
social and emotional development.Encouraged students to explore issues
in their lives and
in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.
Excellent communication
skills and leadership experience at the local school and district levels
in curriculum and
instruction in the areas of science, writing, and
social studies.
He quotes Shunk and Zimmerman (1997), who proposed that: «Learning is optimized when the needed form of
social instruction is matched to the students» level of regulatory
skill on the task
in question.
First - grade teachers of the full intervention group also received
instruction in the use of a cognitive and
social skills training curriculum, interpersonal cognitive problem solving, 39,40 which teaches
skills to children to think through and use alternative solutions to problems with peers.
The success of teachers and administrators
in helping students develop
social competence depends on their ability to (a) develop a school - wide culture of
social competence, (b) infuse the curriculum with situation - specific
social skills lessons that target key behaviors, and (c) match the level and intensity of
instruction to students»
social skills deficits (Gresham, 1998; Sugai and Lewis,
in press).
Raymond needs redirecting, positive behavioral supports (Office of Special Education Programs, 2000), and
instruction in developing positive behaviors and
social skills to prevent further escalation of aggressive behaviors (Seifert, 2000).
Through direct
instruction in social skills and anger management strategies, habits of aggression and violence can be changed (American Psychological Association and National Association for the Education of Young Children, 1999).
Social skills lessons targeting key behaviors in specific situations To support the development of a school - wide culture of competence, social skills instruction must be an integral part of the school's curriculum and daily operations (Sugai and Lewis, in p
Social skills lessons targeting key behaviors
in specific situations To support the development of a school - wide culture of competence,
social skills instruction must be an integral part of the school's curriculum and daily operations (Sugai and Lewis, in p
social skills instruction must be an integral part of the school's curriculum and daily operations (Sugai and Lewis,
in press).
COMMENT: The following true story by Dr. Rubenstein illustrates how board games can be used to teach
social skills necessary for maintaining employment,
in a way direct
instruction never could.
Regular
social and emotional learning that emphasises coping
skills will be helpful
in addition to regular, universal
social and emotional learning
instruction.
Appropriate garnering of the stress response
in anticipation of this social challenge would be expected based on previous data.8, 13,50 In the current study, this was observed only after the intervention, possibly because of intervention - induced changes in cognitive appraisal, including the value placed on peer interactions, attention to instructions about the peer entry task, self - assessment of skills to be used during the pending task, and emotion and behavior regulation during the stimulus presentatio
in anticipation of this
social challenge would be expected based on previous data.8, 13,50
In the current study, this was observed only after the intervention, possibly because of intervention - induced changes in cognitive appraisal, including the value placed on peer interactions, attention to instructions about the peer entry task, self - assessment of skills to be used during the pending task, and emotion and behavior regulation during the stimulus presentatio
In the current study, this was observed only after the intervention, possibly because of intervention - induced changes
in cognitive appraisal, including the value placed on peer interactions, attention to instructions about the peer entry task, self - assessment of skills to be used during the pending task, and emotion and behavior regulation during the stimulus presentatio
in cognitive appraisal, including the value placed on peer interactions, attention to
instructions about the peer entry task, self - assessment of
skills to be used during the pending task, and emotion and behavior regulation during the stimulus presentation.