Sentences with phrase «following classroom intervention»

Not exact matches

Following the NGO's interventions, students from the New University were deployed to the community to provide potable water, new classroom block and sanitary facilities and microbusinesses to empower the residents.

Behaviour management instructor Paul Dix shares five principles of scripted intervention you can follow when navigating challenging classroom behaviour.

Behaviour management instructor Paul Dix, says there are five principles of scripted intervention that teachers can follow when navigating challenging classroom behaviour.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Experience with one or more of the following: project - based learning, interdisciplinary curriculum, Common - Core, restorative justice, responsive classroom, making and the arts, small group intervention, and service learning.

These two different approaches to engaging students in historical thinking led the classroom teacher to request a follow - up intervention using documentaries during the next school year.

In addition to the student profiles, scenarios, interventions, and outcomes, this diversity simulation taught various levels of content related to classroom management, following the proper communication protocol when working with school administration, making the connection to attitudes and behaviors, and reacting properly to situations related to diversity both inside and outside of the classroom.

All in all, this course helped me to understand that it is important for educators to follow the correct protocol when dealing with situations in and out of the classroom (e.g., speaking with parents or the principal concerning an issue that they should be aware of), think carefully before choosing an intervention for a scenario, cooperate with others to achieve a common goal, and know and practice various standards such as diversity, ethics, professionalism, in addition to the role of the teacher at all times, (Student KNOW1)

MDRC's Foundations of Learning (FOL, 2009) found evidence that intervention strategies, mirroring those of Lesson One, where classroom consultation and modeling is provided during instructional time are linked with the following benefits:

Such remedies could consist of one or more of the following: (1) providing clear definitions and examples of threatening actions for which students may be suspended (including specifying the conduct that does not warrant a suspension); (2) requiring the administrator (s) to make specific findings prior to imposing the sanction of suspension, e.g., determining that the behavior in question falls within the scope of the prohibited conduct, and / or determining that other means of addressing student behavior are not feasible or repeatedly failed to bring about appropriate conduct; (3) providing teachers and administrators with training on how to administer the policy fairly and equitably; and / or (4) providing teachers with training in classroom management techniques and effective behavioral interventions that give them appropriate and culturally responsive tools to interpret and address the underlying behaviors.

These classroom - based intervention courses include the following:

Based on limited data for the year following the intervention, very few of the intervention's effects on children were sustained as they entered kindergarten classrooms.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).