Sentences with phrase «highly able children»

Differentiation doesn't typically address the needs of very highly able children.»

But there are also many schools across the country that are exemplars of best practice in the education of highly able children and so could provide a programme of extra-curricular support to raise horizons and aspirations for children living in the wider area.»

A family may even self - select into a school based on the ability of an individual child; a family with a highly able child may choose to live near a school that has a program for gifted children.

Not exact matches

If you are able and have the time, I highly recommend you visiting your child at school during lunch time.

If your child is able to fall asleep on her own — and I highly recommend working on that — you can give her a hug and a kiss and walk out of the room.

It's highly recommended for parents who want to be able to use the same piece of furniture as their child's bed from the moment of their birth until they leave for college.

Most infants take at least two naps during the day at this age (length of naps are highly variable between different children, but naps are usually 1 1/2 - 2 hours each) and are able to sleep for the majority of the night (at least 10 - 11 hours).

And while we know that the development of food allergies is a highly complex mix of both genetic and environmental factors, decreasing that risk would mean less children at risk for anaphylaxis and more parents able to breathe a little bit easier whenever they send their children off to school or to a birthday party.

How to Raise a Healthy Child is an easy read (I was able to finish in a night) and I'd highly encourage it to all parents or those expecting a first cChild is an easy read (I was able to finish in a night) and I'd highly encourage it to all parents or those expecting a first childchild.

This highly - controlled study fed children small amounts of peanut flour to the point that they were able to eat a handful of nuts without trouble.

«A key role of education is to prepare children for their adult life,» says Andy Bush, electronics product development manager at TTS - Group Ltd. «We very much live in a technological society and that's highly unlikely to change; children should leave school feeling confident to use any technology and able to get the best out of it.

«We know that children must be able to read in order to succeed, and we know that highly - qualified teachers have a positive effect on student achievement,» Gov. Phil Bryant said.

In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adults.

Mr Evans believes there may be valid reasons why a child from a disadvantaged background does not score as highly in the 11 plus and he would like to be able to make allowances for that.

The aim is for it to provide a highly academic and rigorous curriculum to stretch and challenge the most academically able children in Swindon, free of charge, to pupils who consistently achieve at Level 5 or higher in Primary School and who are hardworking and committed to the additional homework and prep needed to achieve outstanding academic results.

It supports exceptional children — those with disabilities, the highly able, and English language learners.

All leaders could agree on one thing — if a school is academically successful and highly sought by parents, it should be able to expand to serve more children.

For some, they are the poster child for the new wave of urban education and should be commended for the way that they are able to recruit highly talented, motivated college graduates to devote at least 2 years to teaching in nigh - needs schools.

Our highly anxious / reactive Habi is a poster child for Prozac, which our behavioral vet put her on immediately after meeting her nine years ago, It took about three months before she was able to think rather than react in a situation, and at that point our efforts at behavioral modification began to take hold.

Predictable and consistent behavior Prefers human company, especially children Relatively «directable» without training Affectionate Able to be banged around, by kids and clumsy humans Comfortable indoors, and in the climates you live in and take vacations Doesn't require a lot of exercise Calm in the home; not hyperactive Medium high food drive; medium high prey drive (for fetching) Able to take, and learn from, a correction Low initiative Low fearfulness Submissive Low other - dog aggression Quiet; not highly reactive to bark at sights and sounds around the home or in public Image of a guard dog without the actual follow through (if you are into that kind of thing) Easily Housetrained (some breeds are easier than others)

Importantly, Collies are highly intelligent, able to learn all kinds of useful tricks, including — believe it or not — how to herd your children.

KEY QUALIFICATIONS • Over 1 year experience as Para-educator • Highly skilled in curriculum development, behavior management and recordkeeping • In - depth knowledge of child and adolescent development • Able to adapt and accommodate educational curriculum • Demonstrated capability of working with students of different backgrounds

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

• Demonstrated ability to work with children in groups or individually depending on the requirements of children and the subject matter • Able to organize activities so children can learn in relation to the world, explore interests, and build up talents • Highly skilled in planning and carrying out a set of courses that targets diverse areas of child development, including language, math, and social skills • Proven ability to work with children from diverse cultural and socioeconomic backgrounds

HIGHLIGHTS • Over 6 months experience working with special children • Highly skilled in perceiving the needs of children and managing their activities • Proven record of assisting lead teacher in imparting instructions, helping students, and correcting tests • Demonstrated ability work effectively with minimum supervision • Able to transfer or restrain students physically • Comprehensive knowledge of maintaining exact and timely records to support individual educational plans • Substantial knowledge of sign languages (SEE, PSE, and ASL)

KEY QUALIFICATIONS • Over 4 years» progressive experience working as a teacher's aide • Demonstrated ability to work closely with both children and adults • Expert in interpreting and relaying information from books, periodicals and academic papers • Highly skilled in preparing lesson plans and implementing activities pertaining to the same • Proven ability to help students with preparing academic papers • Proficient in teaching mathematics, physics and Spanish • Able to prepare exam papers and student progress reports • Certificate holder in Teaching English as a Foreign language (TEFL)

SUMMARY OF QUALIFICATIONS • Over 5 yeas» extensive exprerience of teaching children • Highly skilled in developing and implementing individual and focused development programs for children aged 18 months to 5 years • Demonstrated ability to establish routines and smooth out transition times • Able to understand individual needs of young children and the relevant work requirements • Proficient in using computer software including MS Office Suite

Professional Summary Highly motivated to become a teachers aide to be able to help children become h...

In humans, both the HPA system and the autonomic nervous system show developmental changes in infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthma.

However, evidence suggests that a proactive approach to developing children's social and emotional skills is highly effective in developing mentally - healthy children who have stronger relationships, are better able to deal with life - long challenges, and succeed academically.

Mothers who are able to talk about emotional experiences, especially highly stressful events, with their children facilitate children's understanding of how and why these events occur and help their children to regulate the resulting negative affect.

More specifically, mothers who engage in highly elaborative reminiscing have children who come to tell more coherent and emotionally expressive autobiographical narratives, and these children also show better understanding of self and are better able to regulate emotion than children of less elaborative mothers.

If a mother can not meet her own needs for shelter, safety, and food, it is highly unlikely that she will be able to provide for her children.

More highly educated parents are better able to provide their children with economic stability and security, which enhances child development.

Children who have undergone forced separation from one of their parents in the absence of abuse, including cases of parental alienation, are highly subject to post-traumatic stress, and reunification efforts in these cases should proceed carefully and with sensitivity (research has shown that many alienated children can transform quickly from refusing or staunchly resisting the rejected parent to being able to show and receive love from that parent, followed by an equally swift shift back to the alienated position when back in the orbit of the alienating parent; alienated children seem to have a secret wish for someone to call their bluff, compelling them to reconnect with the parent they claim tChildren who have undergone forced separation from one of their parents in the absence of abuse, including cases of parental alienation, are highly subject to post-traumatic stress, and reunification efforts in these cases should proceed carefully and with sensitivity (research has shown that many alienated children can transform quickly from refusing or staunchly resisting the rejected parent to being able to show and receive love from that parent, followed by an equally swift shift back to the alienated position when back in the orbit of the alienating parent; alienated children seem to have a secret wish for someone to call their bluff, compelling them to reconnect with the parent they claim tchildren can transform quickly from refusing or staunchly resisting the rejected parent to being able to show and receive love from that parent, followed by an equally swift shift back to the alienated position when back in the orbit of the alienating parent; alienated children seem to have a secret wish for someone to call their bluff, compelling them to reconnect with the parent they claim tchildren seem to have a secret wish for someone to call their bluff, compelling them to reconnect with the parent they claim to hate).

Because children with SB tend to have less social contact than their able - bodied counterparts (Blum, Resnick, Nelson, & St. Germaine, 1991) and are more reliant on parents, parenting behaviors may be more highly associated with adjustment outcomes than among typically developing youth.