Hill and Madhere [23] found teacher support to increase socially
competent behavior in the classroom.
Not exact matches
In some schools, administrators may overtly or covertly send the message to teachers: If you are
competent, you should be able to handle all issues with student
behavior on your own, within the four walls of your
classroom.
• 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
• 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
The children with ADHD were assigned using a repeated measures crossover design to
classrooms where the teacher was trained to deliver either (a) MOSAIC; or (b) the behavioral management and social skills training components of MOSAIC (to improve socially
competent behavior in children with ADHD) without the components to increase peers» inclusiveness toward children with ADHD.