Sentences with phrase «groups focus on teaching»

These ongoing support groups focus on teaching positive coping skills and providing support and education.

The group focuses on teaching our clients behavioral skills for everyday life and through having a group leader teaching the skills and assigning homework, the clients are able to put these skills to the test in everyday situations.

This free ongoing group focuses on teaching positive coping skills and providing support and education.

Not exact matches

The Canfield Trainer Directory, is a searchable online directory to connect with trained graduates of Jack Canfield's Train the Trainer Professional Development Program — a year - long intensive professional training program focused on how to experientially teach the principles of success and the facilitation of individual and group transformation.

So, he's taught himself how to start each speech by talking about a relatable moment from his past — when he was in a rap group and decided to focus on producing video content in order to increase his branding.

Teaching, however, was in smaller settings, to groups of disciples or others who wanted to learn Scripture, and focused on explaining and applying the Bible for the audience.

We usually focus on the content of faiths and policies in disputing groups; for example, the Catholic bishops» pastoral letters, the sermonic messages of Martin Luther King, Jr., and black churches, Mormon doctrines about equality or inequality, New Christian Right teachings based on revealed truths, or Jews» concepts of the land of Israel.

The mouth group, however, should not tell the hand group that they need to focus more on teaching and preaching, and the hand group should not tell the mouth group that they need to focus more on serving and caring.

for one group that gathers on a certain day in a certain place to focus more on teaching and knowledge gifts, and not as much on service and evangelism, while another group at another place and time focuses on service and evangelism, but not as much on teaching and knowledge, and that from God's perspective, this is all okay?

Golf Strong focuses on improving life skills by teaching cadets to be on time for practice and tournaments, to listen attentively, provide feedback, complete group projects pertaining to rules, etiquette, history, and promoting the game of golf.

At New Legacy, language arts and social studies are combined into integrated theme - based humanities courses; math is taught in a blended environment that enables teachers to effectively support and challenge a diverse group of learners; and science is taught in six - week modules that focus on scientific inquiry and the scientific process.

It would also mean a group of teachers would be given the time and training to focus specifically on teaching the subject.

According to Tanner, traditional teaching often focuses on a lecture that's delivered by a faculty member to a group of students.

He has a long - term interest in teaching mathematical skills to physical science students and established the PRiSM group, which focuses on pedagogical research within the faculty.

Teacher Trainees in this course will: • clarify their ethics as a yoga teacher • create both a Kundalini class series and a Dream class series • teach in small group sessions with colleagues • learn to maintain a focus on Light and build an adjustable class framework to meet students» needs.

The program is designed with a focus on Hatha Asana Flow, Adjustment techniques & Methods, Teaching methodology, Yoga philosophy, Pranayama, Meditation, Anatomy, Mantra chanting and other topics of 200 hours, except Group class, Yin yoga, Partner Yoga, Prenatal Yoga and Therapeutic yoga and Business planning

I also teach private group classes and corporate retreats with the focus on mindfulness and relaxation, practicing yoga and aromatherapy using therapeutic grade essential oils.

Glenn Finger, Professor of Education and Dean (Learning and Teaching) of the Arts, Education and Law Group at Queensland's Griffith University said the report highlights the need for an evidence - informed approach which focuses on teacher education students learning and demonstrating approaches which improve student learning.

In addition to giving practical advice on maintaining focus and structure during group teaching sessions, Cowley urged teachers to help students silence their «internal editor,» creating a supportive climate in which students are free to experiment and take creative risks.

In Anderson's class, heterogeneous groups of students rotate through four workstations, two focusing on the current topic of study — locating and naming the continents and oceans, for instance — and two focusing on a subject the students have already been taught but might need to practice in a different way.

There is a focus on teaching skills not only within subject areas but in group interaction whilst solving real, practical problems.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

A «lean» district office will focus on policymaking instead of top - down operational decisions, including a small «strategy group» that will set learning standards and ensure the equitable allocation of resources, but will not mandate teaching methods or control school spending.

Streamlined tools like TNTP's Core Teaching Rubric and the Insight Core Framework from Insight Education Group can home in on a narrow, prioritized set of instructional expectations to more effectively focus the observation process.

«If there are concerns about the impact of having students with disabilities in our classrooms, perhaps the focus should be on providing additional teaching and professional development resources rather than singling out a student or group of students.»

While breaks can help reset student focus, a useful alternative — especially for older students — is to switch teaching strategies throughout a lesson: Try having students team up on a think - pair - share activity or work in groups, spend a few minutes reviewing concepts, or give a low - stakes practice test at the end of a lesson.

A meta - analysis of pre-kindergarten programs found that those that focused on intentional teaching and small group and one - to - one interactions had larger impacts on child outcomes.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Other curriculum that tended to focus on whole group instruction and teaching of discrete skills constrained teachers» ability to do so.

This group of printable math worksheets is focussed on teaching kids the concepts of comparison.

Dean (2005) developed an analytical framework that specifically focused on the collective learning of a group of teachers as they emerged into a professional teaching community.

Focused on engaging all students as leaders, this workshop teaches educators how to establish group expectations, self - monitoring, and clear avenues to ensure student investment and ownership in climate - building activities.

His other research and writing focuses on the schooling experiences of students from historically marginalized groups, qualitative methods of research in education, and the quality of teaching and learning in professional dental education.

A companion resource, Educator Competencies for Personalized, Learner - centered Teaching, focuses on the educators closest to and responsible for a group of students» learning process on a day - to - day basis.

These interventions are usually conducted with small groups of students and focus on teaching and practicing the target skills.

Improving the educational outcomes of students receiving special education services, as for any other student group, requires a sustained focus on teaching and learning, aligned actions across the district, and continuous monitoring of the degree of implementation of such actions to assess the impact on student learning.

Class time with the teacher is focused primarily on engaging portions of instruction that are best taught in person and in small - group follow - up.

The group is focused on securing key academic resources such as a challenging curriculum, high quality teaching, and positive discipline practices, as well as wraparound supports and strong community engagement.

(1) that decision - making groups include sunset clauses, (2) that school systems support administrators embarking on the path of democratic governance, and (3) that any restructuring effort maintain a primary focus on enhancing the teaching / learning process.

Ideas for NYC Principals: A Step - by - Step Approach to Distributed Leadership at Creston Academy for Responsibility and Excellence is one out of five case studies written for the New York City Department of Education's Office of Instructional Policy focusing on the impact of the Citywide Instructional Expectations (CIE) on school leaders, teaching and learning, and student achievement at a group of schools.

Philosophy for Children (P4C) is an approach to teaching in which students participate in group dialogues focused on philosophical issues.

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

You can keep them occupied with engaging center activities designed to reinforce skills taught during whole group instruction that do not require further instruction and free you to focus on one specific small group.

This model focuses on four key areas: (a) providing authentic supervised training and experience for teacher candidates and new teachers; (b) enhancing PK - 12 student achievement including diverse student populations, (c) serving as a site for professional development of teachers, and (d) supporting research and inquiry about teaching and learning (Clark, 1999; The Holmes Group, 1990; Love et al., 1996).

There is a focus on whole - class interactive teaching at a brisk tempo, rather than teacher explanation followed by slower individual group practice, and textbooks, rather than worksheets, are used.

This pooled pot will fund trials to evaluate teaching and learning approaches, as well as intervention programmes, solely focused on raising the attainment of EAL pupils from economically disadvantaged backgrounds, and in particular those groups identified by the Strand / Murphy reports as most at - risk of under - achieving at school.

Two other Gates - financed groups, Educators for Excellence and Teach Plus, are focussed on giving non-union voices to newer teachers.

After analyzing the data and writing each case we found that four components stood out as consistently prominent across all the schools: a broad and deep curriculum designed for all students with little tracking or ability grouping (meaning that most students get the same high quality learning experiences in all classes); a teaching staff with advanced content knowledge; a mission - focused administrative structure with a flattened hierarchy that invited collaboration with and among teachers and students; and supports for underrepresented students, such as advisories with personalized college planning, tutoring or summer research programs on college campuses.

Grace has led a teacher leadership group focusing on literature and qualitites of good writing and presented at institutes in New York and around the country on teaching reading and writing.

Participants will focus on team teaching and how to facilitate in a small group or pair to best serve the outcomes and goals of their programming.