Sentences with phrase «group classroom conversations»

Not exact matches

But many, perhaps most, classroom meetings do not include much conversation, nor is there, for the most part, much intimacy and engagement among the several members of the group.

For a classroom of preschoolers, having interactive group conversations and setting up role - playing scenarios that focus on basic differences and similarities are healthy, productive ways to address false stereotypes, and may even help prevent potential discrimination and bullying, Eusebio says.

Some of the schools I work with in Oakland, California, are aspiring to this description of academic discourse in the classroom: «Conversations in whole and small group settings are facilitated by students and consistently involve all students in academic discourse among students.

Work closely with Harvard faculty and other experienced presidents from a range of institutions during classroom sessions, small group discussion, consultancies, and informal opportunities for networking and conversation among colleagues and subject matter experts.

Starting a Critical Friends or Cohort Group to enable teachers to have structured conversations to help one another with instructional dilemmas and with dilemmas related to parents and classroom management

A critical role for those groups interested in supporting teacher leadership is, I think, helping classroom teachers learn how to operate in policy conversations and how to engage in tough - minded but respectful back - and - forth with policymakers, advocates, and the rest.

Much of the foundational pedagogy in the PBL classrooms happens in one - to - one conversations or in small groups.

«In a sense we are modeling our discussion and conversation in the classroom on organizing groups, where people have to learn to work together in a community.»

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

Creating active groups or connections via LinkedIn, Facebook, Twitter and other social media channels, educators are positioned to access content, lesson ideas, programs, support and varied ideas to use within professional development meetings, coaching conversations, student and classroom interactions.

A group of teachers visiting multiple classrooms at their own school with the aim of fostering conversation about teaching and learning in order to develop a shared vision of high quality teaching that impacts on student learning.

He decides to try a strategy that he has seen other teachers in the inquiry group use: back in his classroom, he audio records a conversation between himself and the student and brings the recording to discuss with his colleagues at the next inquiry session.

Holding «peace circles», discussion circles that seek to facilitate group conversation in order to determine how to meet the needs of both the victim and the perpetrator back into the classroom, and to give the perpetrator the opportunity to amend their wrongdoing, can work wonders in facilitating a positive learning environment for everyone,» Ms. Rustad mentions.

The majority of explicit SEL instruction will take place through activities, individual and group conversations, and verbal transparency in Pod Time; however, SEL is also a mindset that all staff will be committed to modeling in every interaction: in the classroom, amongst staff, and in family and community relationships.

When I began making almost all of my literacy assignments open - ended and had students do them on the computer, I saw two important benefits: (1) Students» completed assignments told me a lot about them as individuals; and (2) While each learner worked at his or her own computer, I was able to move around the classroom and have one - to - one and small - group conversations.

Separate from my detailed classroom conversations and interview field notes, this journaling process served as a personal reflection on my role as the facilitator of the group, as well as my interpretation of the school environment as related to my prior experience.

Like our Youth Development programs and Spanish - speaking Promotores de Salud program, the work of peer educators isn't limited to classrooms — presentations to community groups, at events, and in one - on - one conversations are part of what make this approach so impactful in our communities.

The contributors to this issue of Zero to Three describe a range of services and supports to address challenging behavior and support early social and emotional competence: A model of early childhood mental health consultation to reduce the rate of preschool expulsion; how child care professionals and parents can have useful conversations around sensitive behavioral issues; an approach to coaching early educators to prevent and manage challenging behavior in the classroom; a parent — infant play group to build parenting skills; the treatment of common sleep issues; and a program of support to strengthen military families when a parent returns from deployment.

And not to mention the fact that with the new education standards that many states are adopting, schools are going to change in the way in which classrooms have to have in - depth conversation, kids listening to each other, working with each other in groups.

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).