Sentences with phrase «emotional abilities of students»

Not exact matches

They are, first, the development of the student's emotional, intellectual, social, and professional life; second, knowledge and understanding of human behavior in breadth and depth; and third, the ability to relate to others therapeutically through an understanding of psychotherapeutic approaches and processes.

In either case, the unpaid meal charge quandary is an emotional one for school nutrition professionals — they know the impact a meal (or lack of a meal) can have on a student's ability to focus in school, and they never want children to go hungry.

Based on a developmental understanding of the learning process and view of the child that takes human spirituality seriously, Summerfield Waldorf School offers students a comprehensive learning environment designed to challenge and support them in strengthening their cognitive, emotional and intentional abilities.

«The ability to coordinate attention with another person without a smile, without an emotional component, seems to be particularly important for high - risk siblings in the development of ASD symptoms,» says Devon Gangi, Ph.D. student in the UM College of Arts and Sciences and first author of the study.

The lessons progress through a range of tasks that engage student's interest, encourage them to: -: interact and share what they know -: develop their abilities to extract information from text and graphics -: view information critically -: check the credibility and validity of information -: develop online research skills -: use web based tools to create surveys and data visualisations The lessons cover a range of topics including: -: Advertising and how it influences us -: Body language and how to understand it -: Introverts and extroverts and how they differ -: Emotional intelligence and how it impacts on our relationships -: Facts about hair -: Happiness and what effects it -: Developing study skills -: The environment and waste caused by clothes manufacturing -: Daily habits of the world's wealthiest people -: The history of marriage and weddings Each lesson includes: -: A step by step teachers guide with advice and answer key -: Worksheets to print for students

Use this roundup page to discover the value of using different ways to assess the full range of student ability — social, emotional, and academic achievement.

A student's performance on any given test will be due partly to true ability and partly to random influences (distractions during the test, the student's emotional state that day, a fortuitous selection of test items, and so on).

Some schools shunt students into the juvenile justice system in order to escape their duty to educate them - students who could benefit from staying in school if only the educators held a positive view of their potential and had the ability to address their cognitive, developmental, emotional, and behavioral needs.

Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them.

But this will allow teachers to spend far more time focused on serving each individual student regardless of where they are in their learning; deeper learning as teachers work with students on projects and facilitate rich discussions; and developing students» social and emotional learning abilities.

In a separate report, a council of 28 scientists called on schools to focus on SEL, making the argument that student success is tied not only to academic ability and cognitive skills (such as working memory and self - regulation) but also to emotional skills (such as the ability to cope with frustration) and interpersonal skills (including empathy and the ability to resolve conflict).

To help the students personally connect to writing, Mount Desert uses the Reading and Writing Project (RWP) from Lucy Calkins of Teachers College at Columbia University, which focuses on writing narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension ability.

Effective assessment should measure the full range of student ability — social, emotional, and academic achievement.

Social and emotional learning (SEL) is the cornerstone of emotional intelligence, as these abilities do not come naturally for some special education students.

But there were no differences in the reading ability or social - emotional skills between the two groups of students.

Ms. Lewis shared a deeply personal example of why student - teacher relationships are so important, arguing that emotional intelligence, the ability of an educator to support a student who faces anxiety, anger, and frustration, is a critical piece a lot of schools miss when working with their students.

Social and emotional learning (SEL) and mindfulness are highly complimentary of each other and together can promote students» ability to thrive in school and in life.

The social and emotional environments of the classroom and school have a profound impact on the ability and willingness of all students to learn.

Due to the personalized learning approach utilized at TAGOS and the staff's ability to build a culture supportive of social and emotional needs, the school is able to take highly at - risk and disenfranchised students and change their life trajectory.

Students who are afraid of physical or emotional harm give attention to their own well - being, and have less ability to notice the well - being of others.

School psychologist — A person licensed by the Board of Psychology to practice school psychology with demonstrated competencies in assessing students» cognitive abilities, academic performance, interpersonal emotional / social functioning and sensory - motor functioning, as well as the understanding of the knowledge, skills, and processes for direct and indirect interventions.

As schools across the country put more of a focus on social - emotional learning for their students, experts have come to realize that teachers» social - emotional competencies, especially their stress - management skills and their ability to regulate their emotions, are a vital piece of that puzzle.

If 20 % of the student body experiences emotional difficulty on a regular basis, and another 15 or so live in disruptive environments, is accounts for my observation that about 35 % of our students come to school without the ability to learn in our traditional environment.

Tools of the Mind is a teaching approach developed by Elena Bodrova and Deborah Leong that aims to grow students» social / emotional skills and self - regulation abilities through «playful learning.»

Motivation theory tells us that a student's level of engagement is based on their perceptions about their ability to learn, and the importance of and their emotional response to content and skills.

From participation in cooperative learning activities, students with emotional disorders can (1) learn from positive role models how to control emotions and behave appropriately in group settings; (2) develop sensitivity to the needs of others and understand people «as individuals rather than as stereotypical members of a particular group»; 14 (3) increase their ability for self - direction; (4) increase their interest in learning; and (5) gain an increase in self - esteem.15 Likewise, students who are not disabled are given the opportunity to become more understanding and accepting of students who are emotionally behaviorally disordered.

Themes from students were consistent — the majority of students cited the lack of personalized attention, bullying, family or home challenges, mental or emotional struggles, and / or work obligations as major detractors from their ability to learn in traditional school settings.

Years of research have shown that educating kids of different abilities together gives special needs students a huge boost and helps their gen ed peers develop important social - emotional skills without sacrificing academics.

Cultural competence in schools is the ability to effectively deliver educational services that meet the social, emotional and cultural needs of students.

Teachers who fear that gifted children may face social and emotional problems as a result of acceleration have often not taken into consideration that intellectually gifted students differ from age - peers of average ability in their emotional maturity almost as much as in their intellectual ability.

Lake Central School Corporation High Ability Program challenges students to reach their potential by providing a wide range of opportunities designed to meet their intellectual, social, and emotional needs.

This open - enrollment school for students of all abilities specializes in providing therapeutic services to students with emotional disturbance and / or a diagnosed behavioral disorder (ED / BD).

From sharpening skills in social / emotional abilities, to learning how to foster engagement from different parent populations, to guiding the development and support of students who fall short of the mark, participants will learn what can be done to co-create gifts, talents, and genius that might be lying dormant in every child.

Twenty - first century students, namely those from «at - promise» populations, must contend with unique challenges such as financial hardship, digital illiteracy and emotional trauma, all of which deeply impact their ability to succeed as scholars.

The videos make emotional connections with viewers, provide the ability for parents to gather information about the schools without having to visit them, and showcase the high minority racial makeup of AF's student body.

Some early work has been done to suggest that there are negative impacts on student in terms of social - emotional outcomes and ability to succeed in college and in a career (Goodman, 2013; Whitman, 2008).

Summer 2016 Young Rembrandts ® Cartooning Students learn and develop their ability to draw cartoon imagery, including action, irony and emotional expression of characters.

Developed a new program within my district that focused on the educational and social / emotional needs of students with lower cognitive abilities that focused on both academics and daily living skills

QUALIFICATIONS SUMMARY • 3 + years» experience as an ESL and English Language Teacher • ESL Certified • Demonstrated ability to work with the students in the International Student Programs • Highly skilled in creating an environment suitable to the maturity, interest, and abilities of students • Able to provide social and emotional support for English Language Learners • Bilingual — Fluent in English and Mandarin

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

My ability to teach basic concepts that promote physical, emotional, social and intellectual development are well honed and take pride in making mathematics and science fun for children as I understand that studying these can be considered dry by the students of this age.

To create an atmosphere conducive to the mental, physical, emotional, creative, academic and psychological growth of the student where they recognize and utilize their abilities constructively

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

As a true professional she is willing to take ownership of a student's academic progress and is confident of her ability to teach challenging pupils who have speech, language, emotional or behavioural difficulties.

Baltimore City Public School System (Baltimore, MD) 7/2000 — 7/2005 Teacher • Utilize engaging curriculum and teaching styles to reach students of varied backgrounds and abilities • Create an atmosphere focused on intellectual, emotional, physical, and psychological growth • Coordinate special events, extracurricular activities, and other functions • Provide guidance to students with professionalism and integrity

The timing also coincided with a growing movement across the nation to expand curriculum and instruction to better reflect how students learn, incorporating components of social and emotional learning and applying new research about the brain's ability to change throughout life.

In a study that looked at over 1853 students from 12 Victorian schools found significant improvements in student sleep, their sense of safety at school, reductions in bullying, increases in emotional well being and the ability to manage emotions for students who reported lower wellbeing at the start of the study.

In these programs, students learn a combination of systems orientation, exceptional cultural sensitivity and self - awareness, the ability to hold and support deep emotional process, and full - self expression.

A cornerstone of this course is helping participants hone their ability to influence and inform various school stakeholders on the importance of social - emotional learning and creating a positive school culture and climate for student success.