Sentences with phrase «for teachers of gifted students»

Not exact matches

-- Christof Wiechert Social Emotional Intelligence: The Basis for a New Vision of Education in the United States — Linda Lantieri Rudolf Steiner's Research Methods for Teachers — Martyn Rawson Combined Grades in Waldorf Schools: Creating Classrooms Teachers Can Feel Good About — Lori L. Freer Educating Gifted Students in Waldorf Schools — Ellen Fjeld KØttker and Balazs Tarnai How Do Teachers Learn with Teachers?

And finally, a quote from the comments section of an article I read when researching teacher gifts: «One year my husband brought home another large box of gifts he had received from his early elementary - aged students for Christmas: a couple of fun ties, several boxes of chocolates and chocolate - covered cherries, mugs, ornaments, gift cards, items related to his hobbies, homemade treats, and many lovely cards and notes from students and families.

What a gift for a teacher to be able to help her students who are having an argument on the playground to identify their feelings and unmet needs, to see that we have a universal vocabulary of feelings that are web of strength, not a weapon of name calling and division.

American Federation of Teachers President Randi Weingarten (front left) and UFT Vice President for Education Evelyn DeJesus (right) join New York State United Teachers members at a school in Puerto Rico to deliver gifts and supplies to students.

They include a program honoring a gifted math student at Edison High School in honor of teacher Vincent Fazio; and the REF Founder's Award for a graduating senior deeply involved in community service.

The authors did not find support for another possible outcome suggested in the academic literature: that black students are more likely to be recommended for gifted programs by both black and white teachers when those teachers are part of a racially diverse teaching force.

Because students of color are overrepresented in special education and underrepresented in gifted education, it has been assumed that teachers may be making biased decisions when referring students for testing.

• Attend a Yoga Alliance Registered School with internationally recognized teaching professionals • Learn simple strategies to discover your true gift • Experience a combination of Western Science with Eastern Wisdom for the Modern Yogi • Transform a vision into a mission • Have fun and be connected with wonderful people • Learn to teach asanas (postures) with ultimate balance between the physical and the spiritual • Learn to teach modified versions of asanas (postures) with the help of props • Discover relevant and in depth mechanics of human anatomical systems supported by a dynamic multi-media presentation, worksheets and practical demonstrations • Learn a unique flow style of yoga, suitable for all levels; not just the physically fit and advanced • Master completely safe, injury preventative teaching instructions • Learn extremely precise and detailed teaching linguistics • Learn how to create simple yet complex yoga flows to guide those with different needs and abilities • Get ample opportunity for practicing teaching skills in front of live students and apply the skills learned in our teacher training in your practica with the help of an experienced, professional mentor.

A mug might not be the perfect gift for your teacher but I know many teachers who need coffee or tea to get them through the day and who proudly sport a mug one of their students gifted to them for a similar reason.

Reports published by the Neag Center for Gifted Education and Talent Development at the University of Connecticut have shown that most general education classroom teachers are poorly equipped to meet the needs of the gifted, and that gifted students can spend as much as half the school repeating curriculum and waiting for classmates to catGifted Education and Talent Development at the University of Connecticut have shown that most general education classroom teachers are poorly equipped to meet the needs of the gifted, and that gifted students can spend as much as half the school repeating curriculum and waiting for classmates to catgifted, and that gifted students can spend as much as half the school repeating curriculum and waiting for classmates to catgifted students can spend as much as half the school repeating curriculum and waiting for classmates to catch up.

Student Artwork Becomes Special Gifts of Appreciation We are always looking for nice gifts to give during Teacher Appreciation Gifts of Appreciation We are always looking for nice gifts to give during Teacher Appreciation gifts to give during Teacher Appreciation Week.

Just as important, redefining «gifted» makes it possible for teachers to respect and admire students who might once have been thought of as problem learners.

It is imperative for teachers to nurture this gift of observation and further develop it in students when necessary.

I've heard from lots of online schools (gifted and not) that having an orientation is an important piece to setting up expectations for both teachers and students.

As the teacher of gifted and the enrichment specialist at my school ~ I asked classroom teachers for recommendations on students ~ who performed exceptionally well in the area of science.

Low SES students are part of a negative cycle; as these students are less likely to perform academically, they go unnoticed by teachers and are not considered for gifted programs.

Some teachers believe that differentiation only applies to students at the extremes of the ability range — for example, providing enrichment, acceleration and extension activities for gifted students, or designing an Individual Education Plan (IEP) with modified curriculum for intellectually disabled students and those with sensory impairments.

Fourth - grade teachers» perceptions of giftedness: Implications for identifying and serving diverse gifted students.

Fourth -, fifth -, and sixth - grade students and teachers in the school's Program for Gifted Learners have built a Web page showcasing student artwork and poetry centered on the themes of peace and a quote from the Rev. Martin Luther King, «I have a dream.»

This approach is a win - win - win for the general education teacher ~ the teacher of gifted ~ and the students in that classroom.

In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.

American schools already have achievement data for every child starting in third grade — and universal screening yields a more diverse population of «gifted» students than waiting for teacher recommendations and pushy parents.

Yet, much of that work depends on a simple, often unstated, assumption: that the short list of control variables captured in educational data systems — prior achievement, student demographics, English language learner status, eligibility for federally subsidized meals or programs for gifted and special education students — include the relevant factors by which students are sorted to teachers and schools.

As a resource teacher who works with gifted elementary students inside general classrooms, I've been on a never - ending quest for tools to differentiate and meet the needs of my students.

On the other hand, research suggests teachers trained in gifted education, for instance, preservice teachers with practicum and fieldwork experiences working with gifted students, are more aware of their needs than peers without this training.

This also why I think it is almost impossible for general classroom teachers — who is tasked with meeting the needs of students on all academic levels - to successfully meet the needs of their gifted students, and therefore, should not be expected to meet those needs without the help of a specialist such as resource teacher or they must be provided the proper training.

As the teacher of gifted at my school ~ I had a first grade and a second grade student working together on a community - service based project ~ which involved collecting supplies for the local animal shelter.

You will learn so much from just talking with colleagues about what projects and lessons they are using with their students.I teach at a summer program for gifted and advanced students, where I work with other teachers of gifted in the school district, and I always pick up new ideas and methods from hanging around them.

She also worked with homeless children and gifted children; as a mentor for student teachers; and as a peer assistance team leader at Orchard Elementary School in the suburbs of Salt Lake City.

«With a trend toward regular classroom services for all students, it is vital that all teachers be prepared and willing to serve the needs of the gifted appropriately,» said Catherine Little, professor of education at the University of Connecticut.

As part of Cathy Rubin's Top Global Teacher Bloggers, this is my answer for this month's question: What's the best gift you would recommend for your students this holiday season?

Professional development programs, such as a week - long summer program at the University of Connecticut, instruct teachers on curriculum enrichment and acceleration for gifted students.

EW: How can teachers convince educators that the type of learning designed for gifted students can benefit all students?

A nominee for Maryland Teacher of the Year, Bender has taught reading, English, math, history, social studies, and science to emotionally disturbed, learning disabled, gifted, and average students in elementary, middle, and high schools.

You can find lists of resources (every imaginable type of resource), links to online forums about gifted education and gifted students, a very thorough section for parents of the gifted, details about the different methods often used for identification of the gifted, curriculum resources for teachers, a section for gifted kids, and multiple sections covering the various aspects of social and emotional needs of the gifted.

Schools should make use of existing high - quality materials that help teachers adapt the Common Core for gifted students.

Filed Under: Common Core Tagged With: Accelerated Placement (AP), class size, Common Core, Council for Exceptional Children, credentialed gifted teachers, cut - off point, disadvantaged students, education policy, education reform, gifted associations, gifted programming, gifted students, high - stakes testing, Internation Baccalaureate (IB), IQ, lack of services, regular class, self - contained classes, states, twice exceptional

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Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

Funding for students with special needs, students in alternative, vocational, or gifted programs, and more is calculated outside of the formula and based on teachers needed.

Extending an invitation for more teachers to join the initiative, Camino Nuevo CEO Ana Ponce said, «This is a gift that will stay with all of our kids... It matters that we teach our students how beautiful and wonderful their backgrounds and their stories are so that they know who they are.»

Be an individual who has harnessed the energy and support of teachers, administrators, and / or other parents for the benefit of gifted students and / or programs and services;

Harbor Teacher Preparation Academy, a four - year Early College high school on the campus of Harbor College, and Wonderland Avenue Elementary, which has a gifted / high ability magnet center for students in 3rd through 5th grade in Hollywood, ranked in the 100th percentile of all public schools statewide serving the same grade level.

The teachers weren't very tolerant of the gifted students and most of the time would just add on extra assignments for us to complete.

Love the idea of gift card so many teacher spend their own for supplies and special things for the students

AASA Journal of Scholarship & Practice About Campus Academic Leadership Journal in Student Research Academic Questions Accounting Education ACM Transactions on Computing Education Across the Disciplines Acta Didactica Napocensia Action in Teacher Education Action Learning: Research and Practice Action, Criticism, and Theory for Music Education Active Learning in Higher Education Administrative Issues Journal: Connecting Education, Practice, and Research Adult Education Quarterly: A Journal of Research and Theory Adult Learner: The Irish Journal of Adult and Community Education Adult Learning Adults Learning Mathematics Advances in Engineering Education Advances in Health Sciences Education Advances in Language and Literary Studies Advances in Physiology Education AERA Open Africa Education Review African Higher Education Review African Journal of Research in Mathematics, Science and Technology Education Afterschool Matters AILA Review AILACTE Journal Alabama Journal of Educational Leadership American Annals of the Deaf American Biology Teacher American Educational History Journal American Educational Research Journal American Educator American Journal of Business Education American Journal of Distance Education American Journal of Education American Journal of Engineering Education American Journal of Evaluation American Journal of Health Education American Journal of Play American Journal of Sexuality Education American Journal on Intellectual and Developmental Disabilities Analysis of Verbal Behavior Anatomical Sciences Education Annals of Dyslexia Annual Review of Economics Anthropology & Education Quarterly Applied Developmental Science Applied Environmental Education and Communication Applied Language Learning Applied Linguistics Applied Measurement in Education Art Education Art Therapy: Journal of the American Art Therapy Association Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice Arts Education Policy Review ASHE Higher Education Report Asia Pacific Education Review Asia Pacific Journal of Education Asian Journal of Education and Training Asia - Pacific Forum on Science Learning and Teaching Asia - Pacific Journal of Teacher Education Assessment & Evaluation in Higher Education Assessment for Effective Intervention Assessment in Education: Principles, Policy & Practice Assessment Update Association of Mexican American Educators Journal Athletic Training Education Journal Australasian Journal of Early Childhood Australasian Journal of Educational Technology Australasian Journal of Gifted Education Australasian Journal of Special and Inclusive Education Australian and International Journal of Rural Education Australian Educational Computing Australian Educational Researcher Australian Journal of Adult Learning Australian Journal of Career Development Australian Journal of Education Australian Journal of Educational & Developmental Psychology Australian Journal of Environmental Education Australian Journal of Indigenous Education Australian Journal of Learning Difficulties Australian Journal of Music Education Australian Journal of Teacher Education Australian Mathematics Teacher Australian Primary Mathematics Classroom Australian Review of Applied Linguistics Australian Senior Mathematics Journal Australian Universities» Review Autism: The International Journal of Research and Practice

Creating a support organization to improve the services and / or conditions for teachers and students in gifted programs and whose actions increase opportunities for a wide - range of diverse gifted learners;

Our new 6 +1 Trait Writing institute addresses one of the greatest challenges teachers face today: how to scaffold instruction for diverse learners — including English language learners, students with special needs and gifted and talented students — so that all students in your classroom become stronger, more confident writers.

We only hire the very best teachers who are accomplished learners themselves, highly qualified in their subject areas, certified to work with the unique needs of gifted students, and who have a heart for our mission.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).