Sentences with phrase «classroom behavior through»

In a third approach, children are supported and «scaffolded» by teachers to accomplish more highly regulated classroom behavior through pretend play.

Not exact matches

As her report put it: «The research suggests that, while there may be little return to trying to make students more gritty as a way of being (i.e., in ways that would carry over to all aspects of their lives at all times and across contexts), students can be influenced to demonstrate perseverant behaviors — such as persisting at academic tasks, seeing big projects through to completion, and buckling down when schoolwork gets hard — in response to certain classroom contexts and under particular psychological conditions.»

ClassDojo is a cloud - based classroom management tool that helps teachers incentivize good behavior through gamification.

Among the reasons teachers need a simple classroom management tool is, through no fault of their own, many teachers lack experience in dealing with the spectrum of behaviors seen in today's classrooms, noted Kronenberg.

The Science of Classroom Design, an infographic created through USC Rossier's online teaching degree program, digs deeper into how digital classrooms — and the physical classroom environment — impact student learning, behavior, and achievement.

The management coaches are each equipped with a walkie - talkie and coach a corps member — who is equipped with an earpiece — through classroom behavior problems as they're happening.

Through basic techniques — such as assigning roles and setting procedures — you can encourage positive behavior and order in the classroom.

«A school administrator,» he wrote, «can not watch teachers teach (except through classroom visits that momentarily may change the teacher's behavior) and can not tell how much students have learned (except by standardized tests that do not clearly differentiate between what the teacher has imparted and what the student has acquired otherwise).»

And through a set of debrief questions, «teachers and students can think together about how to use these skills at other times of day, connecting «brain powers» to work ethic in the classroom, teamwork and relationships, and successful behavior in school and beyond.»

I teach 4th through 8th grade, so I have everything on shirts from parts of speech, to reducing fractions, to the writing process, to our classroom behavior rules.

We have lots of tools and resources to help with the creation and implementation of Tier I PBIS classroom and schoolwide behavior plans that promote student success, as well as resources to support RTI Tier II / III interventions through a school wide system that supports individual classroom students and teachers.

Remember, what you permit, you promote; if you allow undesirable behaviors to go unaddressed or to not follow through / monitor your system consistently, you are communicating to your students that you will tolerate these behaviors on your campus or in your classroom.

«Randy Sprick an exceptional educator and presenter and his colleague Mickey Garrison have provided what is needed to support student behavior through a positive, respectful, and logical continuum of schoolwide, classroom, and individual interventions.»

The theme Teaching Behaviors includes codes derived from the data collected through both classroom observations and teacher interviews.

DREAM values guide classroom behavior and professional culture, and are reinforced through a variety of earned enrichment opportunities and positive incentives, such as field trips, dining out, and special privileges.

The article describes teacher strategies for shaping the dynamics of the classroom through the balance of these three types of behavior.

Such instruction begins with defining the expected positive behaviors in each school setting and then teaching them universally to all students through school - wide, classroom, and booster lessons.

Through Safe & Civil Schools, Randy continues to help teachers and school staff create workable, effective solutions to problem behaviors across all school settings — schoolwide, in the classroom, and with individual students.

They have been getting training in behavior alternatives to suspension and expulsion, as well as classroom management through their graduate programs.

After delving more deeply into specific practices and behaviors of instructional leadership, however, researchers Susanna Loeb and Ben Master of Stanford University and Jason Grissom of Vanderbilt University, found that classroom «walk - throughs» — the most typical instruction - related activity of principals in Miami - Dade schools — were negatively associated with student performance, especially in high schools.

Through the story of one student, Oscar — whose educational team struggles to reintegrate him into the general classroom after his behavior has resulted in reassignment to an alternative school — the author illustrates how a commitment to inclusion can promote success for all students.

Contribute to a positive classroom and school culture and environment through consistent implementation of behavior management strategies, attendance at Brilla - sponsored Culture Events, and regular, professional communication

Different from the conventional approach of teacher observation, I quantify teacher behaviors through their language and interaction with students from word - to - word transcriptions of classroom videos.

Implement a nurturing and talent development model for transforming K - 12 instruction and curriculum for all students that provides: 1) Professional Development on best research - based practices and curriculum for teachers, principals and curriculum directors; 2) Concept - based curriculum for all students and 3) Differentiated classrooms that engage students in gifted intelligent behaviors, interests and learning styles to solve problems through performance tasks within interdisciplinary concept - based curriculum units.

Through consistent modeling, teaching, and encouraging of appropriate behaviors, educators can significantly reduce students» antisocial and maladaptive behaviors that reduce and inhibit effective classroom instruction and student learning.

The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their classroom walls as an easy way to document their focal students» progress.

With Kickboard, educators can improve school culture through positive behavior reinforcement, intervention management, classroom management, and district - wide school culture analysis.

In October 2013, DSC released a new revised version of the Model Code, which includes new sections on: social and emotional learning, prevention and response to bullying behavior, reducing tickets and summonses issued in school, reducing racial disparities in discipline through culturally responsive classroom management, creating safe schools for LGBTQ students and other topics.

Educators, school leaders, and district administrators use Kickboard to improve school culture through positive behavior reinforcement, intervention management, classroom management, and district - wide school culture analysis.

These goals are accomplished through adhering to uncommonly strict and harsh behavior management strategies, and by establishing an authoritarian classroom environment that is focused more on controlling students» actions than on engaging them as learners.

Our coursework focuses on teaching safe and intelligent driving behaviors through both classroom and in - vehicle training.

Track behavior data within the classroom through the use of the school - wide reminder, warning, consequence system.

• Encourage the craving for learning among young pupils through creative lesson planning and implementation • Maintain individual progress files and portfolios for each pupil • Devise and perform interesting side learning activities to facilitate cognitive and psycho social development • Communicate progress reports to parents and guardians, ensuring that any areas of concern are concentrated on • Create and implement metrics for student behavior within the classroom, ensuring that any unruly behavior is handled according to protocol

• 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

• Create and implement appropriate curriculum to meet the needs of preschoolers • Devise lesson plans and impart instruction • Enrich and modify lessons and materials to meet individual students» level of progress • Manage student behavior in and outside classroom • Prepare materials to aid learning processes • Review student progress through assessments • Develop intervention strategies to ensure students» social and educational growth • Confer with parents regarding their children's progress and improvement needs

Successfully maintain effective classroom management by establishing clear, consistent behavior guidelines, creating an organized classroom, promoting mutual respect, and making learning exciting through engaging lessons and activities.

Today he is sharing some of his learnings through experience in the classroom working with children with challenging behavior.

Through a series of developmentally appropriate thematic units and lesson plans, the program helps create a school and classroom environment that promotes the positive student behaviors that lead to greater academic success.

We have tested the strategies offered by Creating Teaching Tools through a pilot study that focused on helping children with developmental delays and problem behavior as they transitioned into public school early childhood special education classrooms.

Teacher Classroom Behavior Management Program: an interactive training series for professionals working with children ages preschool through grade 3 in childcare and educational settings (for example, classroom teachers, teacher assistants, guidance counselors, mental health workers, social workers and others).

Conducted twice a year by an unbiased outside observer — such as a behavior consultant, inclusion coordinator, or school psychologist — PreSET ™ takes an accurate snapshot of a program's PBIS through a review of program documents, classroom observations and interviews with the administrator, teachers, and three children from each classroom.

A comprehensive tool that assesses program - wide positive behavior intervention and supports (PBIS), PreSET ™ uncovers the full picture of PBIS in all types of early childhood settings through classroom observations and interviews.

Explore how teachers can use the opportunities embedded in their classroom practices, routines, and lessons to nurture healthy behaviors in children from birth through third grade.

Subjects have included: • Motivational strategies in the classroom • Techniques to enhance strengths in children with Attention - Deficit / Hyperactivity Disorder • Treating through trauma • Treatment of sexually inappropriate behavior • Depressed mood and suicide risk • Positive parenting • Mindfulness • Yoga in mental health • Healthy nutrition • Manage Your Mind Not your Time • Meditation and vitamin supplements • Managing Emotions • Managing behavior difficulties in adolescents and children • Other topics upon request

In Sarah Golden's science classroom in Oakland, where kindergarten through 5th - grade students rotate each week for lessons, she said animals are an easy teaching tool because they don't talk back and they are consistent in their behavior.

Through her work as a facilitator at Sound Discipline, Jen helps teachers to see their students differently; to understand how students» private logic and / or trauma influences their brain development and behavior and how to leverage student strengths to improve a child's sense of connection and belonging in their classroom.

Through child / classroom observation and regular interaction with staff, help to differentiate normative behaviors with those that suggest signs and symptoms of exposure to trauma