Children's Circle provides a nurturing, learning
environment in a small group setting; program size is limited to twelve children.
Not exact matches
Together they provide the perfect
environment to work on your own
in a calm and tranquil
setting, to collaborate
in small group discussions and to meet other like - minded myCoworkers.
The site coordinator also observes the students
in various instructional
settings —
small and large
groups and independent learning — to ascertain each student's preferred learning style and
environment.
These include whole class direct teaching, ideas for
small group work, playful activities, games and ways to
set up the Early Years
environment in a way that inspires children to explore the concepts
in question.
Tall Pines STEM Academy's innovative model is ideal for self - motivated students who want to experience success outside the traditional middle school
setting in a
small group, hands - on learning
environment with a rigorous curriculum based on teamwork.
One is
set in a commercial breeding
environment with hundreds or even thousands of other dogs, while the other is
set in a hobby breeder's home
environment with only a mother dog or a
small group of household pets.
Here are some characteristics I would want to see
in a new associate: work experience prior to law school (ideally
in a
small - business
environment); demonstrated examples of leadership
in small -
group settings; extraordinary written and spoken communication skills; cross-cultural experience (ideally with a second or third language thrown
in); and a knack for prioritizing and managing multiple demands.
/ School restorative conferencing / School restorative conferencing / School
setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self
in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse
in an institutional
setting / Sexual abuse recovery work / Shaping modifying
environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential
settings / Sleep /
Small group living /
Small groups / Social brain (The) / Social care
in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks
in restricted
settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations
in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale
in children's homes / Staff retention / Staff selection / Staff support / Staff training
groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress
in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour
in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
In a study co-authored by pioneering attachment researchers Mario Mikulincer and Phil Shaver, they found that in small - group settings (e.g., the workplace environment), avoidant attachment was associated with a «self - reliant» leadership style (a reluctance to rely on others for help / support and desire for less collaborative, more independent work
In a study co-authored by pioneering attachment researchers Mario Mikulincer and Phil Shaver, they found that
in small - group settings (e.g., the workplace environment), avoidant attachment was associated with a «self - reliant» leadership style (a reluctance to rely on others for help / support and desire for less collaborative, more independent work
in small -
group settings (e.g., the workplace
environment), avoidant attachment was associated with a «self - reliant» leadership style (a reluctance to rely on others for help / support and desire for less collaborative, more independent work).