Sentences with phrase «challenged children in grades»

During her years serving as an administrator she worked in elementary schools and an alternative school for behaviorally challenged children in grades K - 12.

Not exact matches

For the average child (keeping in mind individual kids may be exceptions to these guidelines), an acceptable amount of homework per night is as follows: — Elementary school: approximately 10 minutes or so per grade level — Middle school: an hour or so — High School: 2 to 2-1/2 hours Any homework beyond these limits is no longer providing any advantage, and is probably cutting into those things that do provide advantages like adequate sleep and what we at Challenge Success call «PDF» — that is, play time, down time and family time.

In spite of challenges they face, today's parents give themselves good grades overall for the job they are doing raising their children.

Challenge Success believes that our increasingly competitive world has led to tremendous anxiety about our children's» futures and has resulted in a high pressure, myopic focus on grades, test scores and performance.

Proponents of ability and acceleration point to benefits for children who are under - challenged in their grade - level classroom.

Tohoku International School provides a comprehensive academic program from pre-kindergarten through grade 12 for foreign and Japanese families who seek a quality, challenging education in English for their children.

Outlining the challenge facing classroom practitioners, Educational Initiatives says: «Research has found that the average eighth grade child is at the fourth grade level, and that the actual learning levels in the class range from grade 1 to 8.

Before coming to Butler University, Lori was an Assistant Professor at Marian University in Indianapolis and earlier on taught children and adolescents with emotional challenges in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and co-owner of the Indianapolis Counseling Center, and was a behavioral consultant for Methodist Hospital, in Indianapolis on the adolescent psychiatric unit.

And he answers, «certainly not because I have any direct self - interest — no... I'm not profiting from my involvement in charter schools (in fact, I shudder to think of how much it's cost me), and I have little personal experience with the public school system because I'm doubly lucky: my parents saw that I wasn't being challenged in public schools, sacrificed (they're teachers / education administrators), and my last year in public school was 6th grade; and now, with my own children, I'm one of the lucky few who can afford to buy my children's way out of the NYC public system [in] which, despite Mayor Bloomberg's and Chancellor Klein's herculean efforts, there are probably fewer than two dozen schools (out of nearly 1,500) to which I'd send my kids.»

This is challenging in schools where many children are multiple grade levels behind.

If a child is off track in third - grade reading, then the chances of recouping that are much more challenging.

His three years in the classroom at Dickinson High gives White a firm grasp of these fundamental teaching challenges, including trying to teach the same content to a room of children where the proficiency spread may be two to three grade levels.

Observations of child - care settings and pre-K, kindergarten, and 1st - grade classrooms show that some children spend most of their time engaged in productive instructional activities with caring and responsive adults who consistently provide feedback, challenges to think, and social supports.

Tenth - grade world history students interview Chinese immigrants and record their stories; ninth - grade physical science students design and strength - test mock airplane wings; junior English students research, write, and illustrate children's nonfiction picture books; algebra students of all grades investigate a public - transit problem and propose solutions to city officials; sophomore geometry students build scale models of museums they've designed; students across the grades in an environmental - stewardship class raise public awareness of a polluted river — all are examples of academically challenging projects that also manage to engage the minds, hands, and hearts of most high school students across a wide range of abilities and interests.

A big challenge — and one he said is essential to preparing children for a labor market in which routine and individualized tasks are being automated — is making sure this style of education is not lost in higher grades, when teachers turn to lecturing and standardized curriculums.

Meanwhile, results from the Gallup Student Poll, which queried nearly 450,000 U.S. students in the 5th through 12th grades, affirms the importance of ASCD's Whole Child Initiative, which is committed to the development of children who are healthy, safe, engaged, supported, and challenged.

Severe mental illness and its early manifestations can not be handled and resolved through classroom - based intervention alone, but when adults are sensitive to students» needs and challenges — as they are in schools permeated by the culture of SEL — successful referrals are more likely, particularly as troubled children continue through the grade levels.

We need to place a great deal of emphasis in early grades reading classes on nonwritten, oral activities — on adults reading aloud coherent and challenging material, on discussing it, on having children elaborate on these materials.

Looming future statistics (such as: 65 % of children entering grade school today will end up working in jobs that don't even exist yet) make it seem like working adults can kick the challenges of our transforming economy down the road for students to deal with later.

On May 3, 2010, Massachusetts enacted An Act Relative to Bullying in Schools, which required the department of elementary and secondary education to publish and biennially update guidelines for the implementation of social and emotional learning curricula in kindergarten to grade 12 (see Section 16) and defined social and emotional learning as «the processes by which children acquire the knowledge, attitudes and skills necessary to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and constructively handle challenging social situations.».

The academic challenges that our children face in elementary, middle, and high school — getting good grades, passing tests, choosing courses from a relatively limited list — are fairly straightforward.

Evidence shows children educated in alternative provision, school settings for children who face challenges in mainstream school, are less likely to achieve good GCSE grades and are less likely to be in education, employment or training post-16.

Ahn finally came up with a multi-part research question: «How do I support a child with learning challenges in my mixed - grade classroom to: (1) integrate better into the class culture and (2) be independent in his schoolwork, including group work activities?»

Before coming to Butler University, Lori was an Assistant Professor at Marian University in Indianapolis and earlier on taught children and adolescents with emotional challenges in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and co-owner of the Indianapolis Counseling Center, and was a behavioral consultant for Methodist Hospital, in Indianapolis on the adolescent psychiatric unit.

Open Circle is a social and emotional learning program for students in kindergarten through grade 5, and it's aimed at providing children with the skills they need to recognize and successfully manage their emotions, develop positive relationships, make responsible decisions, and constructively handle challenging situations.