Sentences with phrase «classroom observations of the children»

First, weekly classroom observations of the children have been described in detailed field notes.

Not exact matches

Classroom observations to evaluate the mental health needs of a particular child or children who are having behavioral difficulties in a classroom and offer suggestions for intervention

«The tendency to base classroom observation on the gender and race of the child may explain in part why those children are more frequently identified as misbehaving and hence why there is a racial disparity in discipline,» added Walter S. Gilliam, director of The Edward Zigler Center in Child Development and Social Policy and associate professor of child psychiatry and psychology at the Yale Child Study Cechild may explain in part why those children are more frequently identified as misbehaving and hence why there is a racial disparity in discipline,» added Walter S. Gilliam, director of The Edward Zigler Center in Child Development and Social Policy and associate professor of child psychiatry and psychology at the Yale Child Study CeChild Development and Social Policy and associate professor of child psychiatry and psychology at the Yale Child Study Cechild psychiatry and psychology at the Yale Child Study CeChild Study Center.

The research team measured teacher - child interactions at the start and end of the program using the Classroom Assessment Scoring System (CLASS), an observation tool with three components: emotional support, classroom organization, and instructional support.

During the past year, Bonnie Mackintosh has been conducting classroom - level observations and child assessments in community - based preschool programs throughout Boston's Circle of Promise and East Boston neighborhoods as part of an initiative to improve access to high - quality early childhood care and educational programs.

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.

(2) A program must use information from paragraph (b)(1) of this section with informal teacher observations and additional information from family and staff, as relevant, to determine a child's strengths and needs, adjust strategies to better support individualized learning and improve classroom practices in center - based and family child care settings and improve home visit strategies in home based models.

At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher — child relationships.

Front matter, including Table of Contents and Preface Introduction: The School Zone SECTION ONE: FOUNDATIONS Chapter One Time to Learn Chapter Two Time, Growth, and Learning Chapter Three Using Time Wisely SECTION TWO: OBSERVATIONS Chapter Four Floating on the Surface in Seventh Grade Chapter Five On Your Mark, Get Set... Seven Years Old in First Grade Chapter Six Working to Be «All There at Once» SECTION THREE: TRANSFORMATIONS Chapter Seven Changing School Time Chapter Eight Changing the Structure of Time in Classrooms Chapter Nine Changing the Use of Time in Classrooms Chapter Ten Time to Teach Afterword: Heros in the Classroom Appendix A: Standards Appendix B: The Responsive Classroom ® Notes References Acknowledgments Index About the Author Northeast Foundation for Children, 1999, 336 pages, paper ISBN: 1 -892989-01-8

The widespread and systematic use of standardized observation in classrooms from pre-kindergarten to third grade has the potential to address major shortcomings in educational services provided to young children.

At the end of the observation, the observer wrote a summary addressing seven key features of the classroom ecology: (a) the general instructional approach used in the classroom, instructional sequences observed, approaches to word recognition, vocabulary, and comprehension instruction; (b) curriculum materials used; (c) teacher's style of interacting with the children; (d) teacher's grouping practices, and activities of children not with the teacher; (e) student engagement; (f) classroom management; and (g) classroom climate.

After exploring methods of observation and identifying how learning moments can be documented through photos, videos, and reflective practice, my focal student Grace focused her curriculum investigation project on «exploring worms» and used this assignment as an opportunity to create a documentation book for the children and families in our classroom.

While he has called for an overhaul of No Child Left Behind's narrowly - focused exams, U.S. Secretary of Education Arne Duncan's policy prescriptions have stressed judging teachers by student test scores, in addition to classroom observations and other such measures.

As a school, we are wanting to purchase some tablets which will be used in the classroom to record observations of the children.

Conducted daily classroom observations, assessments and curriculum implementations in a Kindergarten setting of 18 children as a lead classroom educator.

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

Classroom observations to evaluate the mental health needs of a particular child or children who are having behavioral difficulties in a classroom and offer suggestions for intervention

Previously, Ullrich conducted academic research related to observations of classroom quality and teacher - child interactions as a graduate research assistant at George Mason University.

In practice, early childhood mental health consultants will complete observations of both individual children and classroom environments.

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.

The Classroom Rating Form completed during 30 - minute observations by impartial raters on items such as child's level of disruption, ability to handle classroom transitions, ability to follow rules, and ability to express feelings.

Too often, the pressures of running a classroom (for example, classroom management, curricular demands) interfere with taking time to use what is learned from observation to have responsive rather than reactive interactions with children.

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