Sentences with phrase «based classroom interactions»

Not exact matches

A classroom program that helps teachers adapt their interactions with students based on individuals» temperaments may lead to more student engagement in kindergarten, more teacher emotional support to kindergarten and first grade students, and better classroom organization and less off - task behavior in first - grade classes, according to research by NYU's Steinhardt School of Culture, Education, and Human Development.

What is sorely lacking, based on this report, is the need for «intensive teacher - student interactions» as well as education that can capably and intelligently adapt technology to the classroom.

This shouldn't come as a big surprise, given the major benefit of VILT: it's a cost - effective way to train participants in disparate locations, while still providing the guidance of a live facilitator with opportunities for classroom interaction and peer - based learning.

Typically, classes in China are large — in excess of 50 students — and classroom interaction is teacher - centered and text - based.

As a form of blended learning, the flipped classroom model makes it possible for teachers to have more interaction with students on a one - on - one basis.

The participatory, inquiry - based classroom engages students in meaningful learning activities and productive interactions with their peers.

Mediating language learning: Teacher interactions with ESL students in a content - based classroom.

Component 3: A classroom - based entry that requires written commentary and video recordings of interactions between the teacher and student.

Whether in the classroom or at home, real - time data from student interaction is sent to the teacher, fueling customized lesson plans based on each student's needs.

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

With the most current research - based assessment and intervention strategies detailed, you'll choose well - matched and effective peer interaction interventions — classroom, naturalistic, or explicit — to suit specific children's needs.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Teachers choose from lessons in these evidence - based programs to prepare students for positive interactions inside and outside of the classroom, and to address social challenges as they arise.