Sentences with phrase «group teaches adults»

Not exact matches

«I think the major emotion [I've felt] has been that of failure,» says Robin Hardy, whose company The Moosey Group Inc. taught adults and children financial literacy.

Perfect for teaching, training, speaking or consulting in any field: • Corporate Clients • Women's Groups • Service Based Entrepreneurs • Health Coaching • Teachers & School Administrators • Grief Counseling • Career Coaching • Non-Profit • Organizations • Teens & Young Adults • Sales & Leadership Teams and more!

The group supports teachers and community organizations in their effort to teach pre-teens, teens and young adults the financial skills they'll need for financial independence and decision - making.

This weekend I taught a 3 - hour cooking class to an awesome group of 15 people at the Boston Center of Adult Education.

Volume V, Number 2 Balance in Teaching, Balance in Working, Balance in Living — Roberto Trostli Adult Education in the Light of Anthroposophy — Michael Howard Setting Priorities for Research: Attention - Related Disorders (ARD) Study — Kim Payne and Bonnie River - Bento Learning Expectations and Assessment Project (LEAP)-- Leap Project Group (Staley, Trostli, K. & B. Anderson, Easton) Sexual Abuse in Children: Understanding, Prevention, and Treatment — Michaela Glöckler, M.D.

Day programs enroll adults with a range of abilities and who are usually taught in smaller groups.

I also teach group and private yoga classes for adults and families in New Malden and Kingston.

Angela Friederici of the Max Planck Institute of Cognitive Neuroscience in Germany and colleagues first taught a group of adults an artificial language, dubbed BRONCANTO, that has simple yet highly controlled grammar rules.

With almost 18 years of experience as a certified group fitness instructor, Karen taught a variety of classes to adults and youth.

She has taught both adults and children part - time in group classes and through individual training sessions since 2002.

Kellie has been teaching yoga to kids in schools in the Charlotte area for 3 years and teaching public group classes to adults for 8 years.

The only way to implement any of these reforms successfully, within budget and at scale, is to help excellent teachers increase their productivity: swap portions of excellent teachers» time with digital instruction so they can teach more classes with similar or even smaller group sizes; let them delegate nonessential tasks to other adults; use digital tools to save time on instructional monitoring and planning; put them in charge of other teachers; and let the willing have more students to nurture under their strong wings.

A major driver of this underrepresentation appears to be the striking differences in the likelihood that young adults from different demographic groups have attained a bachelor's degree, generally a prerequisite to teach.

-- A teaching team serves as a core group of adults in a student's life.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Up to now, 2,443 British students from 26 schools have been taught by the zoo's team of Safari Rangers, as well as 282 adults and two community groups.

Can the growth mindset be taught the same way across the range of ages or are there different approaches educators should take with different age groups, e.g. do you teach growth mindset the same way to an adolescent as you would to a child or to an adult?

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd

This can happen when students form self - teaching groups to examine topics teachers do not address in class or otherwise, or when students create extracurricular clubs that reflect their desires without adult leadership.

Dyllan says his experience in the teaching - side of the classroom helped him to become comfortable speaking in front of groups and communicating with adults.

http://files.eric.ed.gov/fulltext/ED376750.pdf The Hmong / English Bilingual Adult Literacy Project, sponsored by the University of Wisconsin - Green Bay, was designed to explore more effective ways of reaching and teaching a previously «unteachable group,» nonliterate adult Hmong refuAdult Literacy Project, sponsored by the University of Wisconsin - Green Bay, was designed to explore more effective ways of reaching and teaching a previously «unteachable group,» nonliterate adult Hmong refuadult Hmong refugees.

SELA's Director Alison Hiltz said SELA teaches participants «how to lead adults, how to manage group dynamics, and how to create a school environment where teachers feel safe to be part of the decision making process.»

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

She teaches a number of literature - related classes to older adults through the Osher Lifelong Learning Institute and does workshops and presentations to other groups.

Erika worked at the RISPCA for 2 years teaching group classes for puppies and adults, assisting with evaluations and adoptions.

Group Classes are taught at the Fuzzy Logic Training Center in Beaverdam: Obedience, Rally, Manners (Puppy, Adolescent, and Adult), Canine Good Citizen, Conformation Show Handling, Tricks

At public and private schools, scouting troops, special needs groups, local libraries, various community youth organizations as well as adult organizations, the Humane Society of Greater Miami teaches the young and old appropriate lessons about kindness to animals, empathy, responsible pet care and the causes and results of pet overpopulation.

Adult Dog Level 2 For dogs that have graduated from Adult Dog Level 1 This 6 - week group class expands on lessons learned in Level 1, introduces distractions so your dog will learn to listen in any situation and teaches you fun games to play with dogs of any age.

PETA and other animal rights» groups are out there in our school systems and in our parks and on our street corners with personal visits and «teaching materials» to shape children and even adults into their way of thinking.

If adults simply let them do what they're naturally inclined to do — mess around in the yard, digging, climbing, chasing, jumping — then there would be less need for social skills groups, special breathing techniques, coping strategies, and exercises to «teach» young kids how to focus and sit still, not to mention the countless psychotropic medications given to American kids.

Perfect for teaching, training, speaking or consulting in any field: • Corporate Clients • Women's Groups • Service Based Entrepreneurs • Health Coaching • Teachers & School Administrators • Grief Counseling • Career Coaching • Non-Profit • Organizations • Teens & Young Adults • Sales & Leadership Teams and more!

Taught group and private sailing lessons on Lake Michigan to elementary - age children and adults

Krumrie also teaches adult education resume writing classes and speaks to job clubs and groups on job search - related topics.

The Dance Center of Colorado Springs, Colorado Springs • CO 1991 — 1997 Dance Instructor Successfully taught ballet, tap, and jazz to adolescents, adults, and actively participated in national competitions with 2 performing groups — placing 1st at every contest

/ 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 /

Staff Psychologist Child and Family Services, Department of Psychiatry, Kaiser Permanente Medical Center, Santa Rosa, CA Responsibilities include individual psychotherapy with children, adolescents, and adults, family, group, and couples» therapy; psychological assessment, consultation to emergency room and medical departments; supervision and teaching of postdoctoral psychology residents; current Program Director of Dialectical Behavior Therapy Program for Suicidal Adolescents.

Teen Reality Theater (TRT) is a group of teen actors and peer educators based in Buffalo who teach teens and adults about important life challenges through theater.

When quality is discussed, it is typically measured by two dimensions: (1) process variables (e.g., the nature of children's interactions with adult caregivers) and (2) structural variables (e.g., the characteristics that can be regulated by policy and that create beneficial conditions for children's development, including adult: child ratios, group size, and teacher training).1, 2 In discussions of quality, curriculum — or the content of what is taught to children — has not been the focal point until recently.

Dr. Young has over thirty years of experience specializing in therapy with adult individuals, couples, and groups, and, for 20 years, she was an Adjunct Professor at Chapman University, teaching such classes as: Intro to Psychology, Interpersonal Attraction & Romantic Love, Human Sexuality, Sexual Disorders & Treatment, and Chemical Dependency Treatment.

Validation is one of the many skills we teach in our DBT (Dialectical Behavioral Therapy) Skills Groups for Adolescent Girls, Boys and Adult Women.

Cindy has a passion for teaching Dialectical Behavior Therapy Skills and in addition to leading adolescent and adult DBT groups she also teaches those skills to clients one - to - one.

Over the past few years, she has been designing and teaching courses about infancy and group care for infants and toddlers for adults working in Early Care and Education (Rhode Island College).

The study also cited evidence from previous research showing that reducing the role of authoritarian structures in teaching can help to foster a better educational climate, characterised by more authentic relationships with adults and positive, democratic group dynamics.

It is also expected that professionals joining the program must be working at or with an organization that typically serves families, and must have professional experience working with families and young children and / or conducting / teaching groups of adults.

His efforts resulted in the establishment of Trauma Center, that consist of a well - trained clinical team specializing in the treatment of children and adults with histories of child maltreatment, that applies treatment models that are widely taught and implemented nationwide, a research lab that studies the effects of neurofeedback and MDMA on behavior, mood, and executive functioning, and numerous trainings nationwide to a variety of mental health professional, educators, parent groups, policy makers, and law enforcement personnel.

Cognitive - Behavioral Therapy [CBT] Coping Skills Group [Adults]: Backed by years of empirical support and widely accepted by mental health practitioners, CBT is a highly structured group intervention that teaches individuals to identify and learn effective problem - solving skills, how to express feelings and how to focus on the «here and now» to minimize thoughts and behavior that lead to probGroup [Adults]: Backed by years of empirical support and widely accepted by mental health practitioners, CBT is a highly structured group intervention that teaches individuals to identify and learn effective problem - solving skills, how to express feelings and how to focus on the «here and now» to minimize thoughts and behavior that lead to probgroup intervention that teaches individuals to identify and learn effective problem - solving skills, how to express feelings and how to focus on the «here and now» to minimize thoughts and behavior that lead to problems.