They specially like to read
about your classroom management skills / strategies, the teaching methods you use, any experience with students with special needs, and the interactions with their parents.
They especially like to read
about your classroom management skills / strategies, the employee relations methods you use.
Not exact matches
This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional
skills (e.g., self - awareness, self -
management, etc.), improved attitudes
about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes
about school), improvement in prosocial school and
classroom behavior (e.g., following
classroom rules), decreased
classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).
Of course,
classroom management skills count for nothing when twenty excited children are
about to see the ocean for the first time, so to say the day was filled with shenanigans would be an understatement.
She is passionate
about classroom management, positive behavioral intervention supports (PBIS), students with emotional and behavioral disabilities (EBD), and social
skill instruction.
No instructional strategy can compensate for a teacher who lacks proficiency in his content area, is unclear
about learning goals, plans an unfocused activity, or does not possess the leadership and
management skills to orchestrate effective
classroom functioning.
• Track record of instructing students
about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students
about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural
classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven
skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong
classroom management, organization and discipline control
skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of
skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software
This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional
skills (e.g., self - awareness, self -
management, etc.), improved attitudes
about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes
about school), improvement in prosocial school and
classroom behavior (e.g., following
classroom rules), decreased
classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).