Sentences with phrase «direct classroom needs»

We use that money to pay for direct classroom needs like books, smart - boards and computers.

Not exact matches

They already get all the science they need from their pastors then they get on public school boards and try to stamp out all critical thought and reason in the classroom since it's a direct threat to their cult.

While acknowledging the city's need to reduce costs, UFT President Michael Mulgrew told the Nov. 18 Delegate Assembly that «direct services to the classroom must remain whole.»

Teachers need to know that by adding digital content, it doesn't mean throwing out all the direct instruction in the classroom.

It was not enough for my administrator to tell me, months later, that I needed to work on my enforcement of rules and procedures and to direct me to some loosely related resources about classroom management.

This test consists of 20 items (with an associated answer key for the teacher) that assess the vocabulary, grammar, and cultural concepts listed below: Vocabulary Themes: History; Countries and cities; Communities Grammar Themes: Prepositions: Preterite tense in regular - ar, - er, and - ir verbs; Direct object pronouns Culture Themes: The Mayas and The Incas; Independence Age; Latin American and US Writing in Spanish: Punctuation and accents An alternate version of the test is also provided to the teacher, in case a student needs to re-take the assessment or for use in large classrooms.

Where possible, encourage staff to use blinds to direct daylight onto the ceiling and walls instead, as this should reduce the need for electric lighting in the classroom whilst reducing glare.

If we want to create a classroom of students who can be self - aware and in control of their emotions and behaviors, we need to direct their attention to their minds, bodies, and behaviors.

Provide direct instructional services to special needs students both individually and in small groups within a center - based therapeutic classroom setting

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

She is currently an Assistant Professor, Service Learning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learning needs.

The Maine Department of Education aims to offer top - notch initial preparation programs that are research - driven and classroom - based, as well as ongoing professional development opportunities that are rigorous, relevant and directed by real - time data on the needs of both learners and educators.

And when it comes to direct assessment, there's a need for tests that can be administered quickly in classrooms and return results to teachers right away.

Teachers need to understand through direct observation of their work the extent to which their classroom environments are equitable, set high expectations, address student needs, and manage learning.

This plant flourishes indoors; it is a plant that can be found in offices, classrooms, and malls because it does best in warmer temperatures, needs a bright area but does not require direct sunlight, and does well in varying humidity.

In our custom designed dive centre classroom with panoramic views of the resort, you learn the basic theory you need to dive under the direct supervision of our PADI Professional training team.

This situation is what leads a growing call for a much broader energy quest, from the laboratory to the light socket, that starts with the «no brainers» delineated by many studies, particularly a McKinsey analysis of ways to cut energy waste, but also includes a direct, increased and sustained American investment in pushing the frontiers of knowledge on energy — and boosting efforts, from the classroom to the boardroom, to build the community of technological, financial and social innovators necessary to drive the needed change.

The wide range of studies conducted with the ISCCP datasets and the changing environment for accessing datasets over the Internet suggested the need for the Web site to provide: 1) a larger variety of information about the project and its data products for a much wider variety of users [e.g., people who may not use a particular ISCCP data product but could use some ancillary information (such as the map grid definition, topography, snow and ice cover)-RSB-; 2) more information about the main data products in several different forms (e.g., illustrations of the cloud analysis method) and more flexible access to the full documentation; 3) access to more data summaries and diagnostic statistics to illustrate research possibilities for students, for classroom use by educators, or for users with «simple» climatology questions (e.g., annual and seasonal means); and 4) direct access to the complete data products (e.g., the whole monthly mean cloud dataset is now available online).

Even though you might have exciting ideas that you would like to incorporate into the classroom, you must work under the direct supervision of the licensed special needs teacher and run all of your ideas through her.