The applicant has several pieces of evidence that show off her ability to manage
classroom behavior effectively.
Not exact matches
Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs
effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic
classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good
behavior, scores, or attitudes (grades simply are not enough of a motivational tool).
More than two decades of research document that well - designed,
effectively implemented SEL programs enhance students» social and emotional skills, self - esteem, bonding to school,
classroom behavior, and academic achievement; and reduce disruptive
classroom behavior, aggression, bullying, and substance use (Durlak et al., 2011; Greenberg et al., 2003; Sklad, Dieskstra, De Ritter, Ben, & Gravesteijn, 2012; Zins et al., 2004).
Several rigorous evaluations have shown that when implemented
effectively, Second Step can increase cooperative
behavior and reduce aggression in the
classroom (Cooke, Ford, Levin, Bourke, Newell & Lapidus, 2007; Grossman, Neckerman, Koepsell, Liu, Asher, Beland, Frey & Rivara, 1997; Frey, Nolen, Van Schioack, Edstrom & Hirschstein, 2005; cited in Edutopia's Social and Emotional Learning Research Review).
Kernels have been shown to be effective for a range of outcomes tied to academic achievement and social adjustment, including
classroom behavior, discipline, self - control, and the ability to manage emotions
effectively.
When entry routines are
effectively established, they can bolster
classroom community, students» self - esteem, productive social collaboration, and student attitudes and
behavior toward school.
Doing its work
effectively requires that the Committee identify and address influences over learning and
behavior inside and outside of the
classroom.
By tracking student achievement, student
behavior, and
classroom quality, Every Child Ready allows educators to meet children where they are, and especially respond to struggling students sooner and intervene more
effectively.
Substitute must implement lesson plans as well as
effectively manage
classroom behavior.
In response to the research that has linked
classroom behavior with academic performance, Lesson One provides teachers with tools to
effectively diminish the prevalence of
classroom disruptions.
• Demonstrated ability to assist in the creation and implementation of core lesson plans in accordance to set curriculum rules • Efficiently able to handle student arrivals and departures by carefully logging them in and out of the school premises • Well - versed in assisting the school office with administrative tasks such as record - keeping and file systems development • Proven record of managing student
behavior within the
classroom and ensuring that any untoward incident in school hallways is handled with discretion • Exceptionally well - versed in distributing assignments and resources and assisting students in understanding concepts taught in class • Deeply familiar with operating and maintaining equipment such as projectors and computers to assist in teaching endeavors • Qualified to handle the meal counting system and supervise students during meals and outdoor activities to ensure their safety and wellbeing • Competent at monitoring student transition in hallways and communicating with teachers about student
behavior concerns • Focused on observing students in class and during outdoor activities to determine any signs of discomfort or distress and
effectively communicating feedback to the lead teacher
• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in
effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student
behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle
behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to
effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing
classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner
• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids
effectively to reinforce learning in the
classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various
behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in
classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured
classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved
Northwest High School (Grand Island, NE) 2006 — 2007 Substitute Teacher • Taught Physical Education, History, Art, and English classes •
Effectively instructed students of varying backgrounds and learning styles • Utilized interactive teaching style to engage and energize all students • Managed
classrooms ensuring orderly and respectful student
behavior
Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum for autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated
effectively with parents and other interested parties regarding student
behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and assessment strategies while
effectively implementing
behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve
classroom experience • Facilitated and fostered constructive communication with parents and other interested parties • Created an effective and constructive «curriculum writing project»
I work closely with parents as co-therapists, offering parents active and constructive guidance on communication and relationship interventions they can employ to help them more
effectively and productively resolve the child
behavior issues that they face at home and in the child's
classroom.
More than two decades of research document that well - designed,
effectively implemented SEL programs enhance students» social and emotional skills, self - esteem, bonding to school,
classroom behavior, and academic achievement; and reduce disruptive
classroom behavior, aggression, bullying, and substance use (Durlak et al., 2011; Greenberg et al., 2003; Sklad, Dieskstra, De Ritter, Ben, & Gravesteijn, 2012; Zins et al., 2004).
But when those needs are met, students feel excited about the discoveries each new day will bring; achievement soars;
behaviors such as bullying, name - calling and teasing diminish; and the
classroom functions more efficiently and
effectively.
This in turn helps teachers manage
behaviors in the
classroom more
effectively.
The model
effectively describes the relationship between group averages of aggressive
behavior in the
classroom and aggressive and delinquent
behavior outside the
classroom for those students assigned to the individual intervention.
Strategies are presented to: design an optimally effective
classroom environment; establish a schoolwide discipline plan; manage teacher - student interactions
effectively; conduct social skills training for entire
classrooms of students; involve parents; identify students at risk for developing antisocial
behavior patterns; develop a pull - out intensive social skills instruction program which includes «normal» peers; prevent escalated hostile teacher - student confrontations; and improve the antisocial student's social interactions, peer relations, and ability to abide by playground rules.