Sentences with phrase «calmer classroom needs»

Not exact matches

When used along with PeaceMakers, the Partial Time - In ToolKit Bundle will give you everything you need to create a calming space for children ages 3 - 9 + for use in homes, classrooms, daycare centers, therapy settings and more.

The Time - In ToolKit gives you everything you need to create a calming space for children ages 3 - 9 + for use in homes, classrooms, daycare centers, therapy settings and more.

This book, along with the Victorian government publication, Calmer Classrooms, will support teachers to understand the specific brain wiring and learning needs for these students.

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

Abby represents the reality of introverts in our classroom — those quieter students who enjoy a calm environment and need time to tackle a task.

The calm, assertive, respectful teacher chooses to take all the time needed to build classroom culture and routines, calmly knowing that only in that culture can great learning occur.

When kids try to get it going, these teachers stay calm and strong on the inside, use empathy to try to recognize what might be causing this student's need to argue, and then clearly describe what is allowed or expected in the classroom.

Registered Nurse / Instructor — Duties & Responsibilities Provide exceptional patient care and medical team support across multiple medical specialties Skilled in surgical, cardiac, pulmonary, medical, radiology, pediatrics, and emergency room medicine Maintain working knowledge of current medical technology, procedures, and standards of care Create workflows assigning tasks and responsibilities to the nursing team Responsible for scheduling, hiring, payroll, and evaluation of nursing team and support staff Trained in chemical paralytic agents, surgical airways, pericardiocentesis, chest needle compression, and intraosseous access Perform advanced cardiac life support procedures, vasculature access device insertion, and 12 lead EKG's Responsible for intubation, ventilator management, IV and oral medication administration, and monitor line insertion Transport critically ill or injured patients to healthcare facilities and respond to in house codes Maintain professional and courteous communications with patients and family Educate patients and family members in healthy lifestyles and disease management Train nursing students in accepted practices and standards of care Utilize high fidelity mannequins in a variety of situations to develop student critical thinking skills Lead traditional classroom education and scenario debriefs ensuring student comprehension Design and implement engaging curriculum to reach a variety of skill sets and learning styles Offer guidance and support to junior nurses, lab technicians, and medical technologists Oversee confidential patient information, customer service, phones, and other administrative functions as needed Demonstrate ability to remain calm and levelheaded in high pressure situations Perform all duties with positivity, professionalism, and integrity

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).