Finally, as you teach students about working memory and how they can improve it, pair these lessons with explicit
instruction on another cognitive skill — attention.
Not exact matches
He reinforces that message throughout the school year by teaching
cognitive strategies alongside core content, such as explicit
instruction on the organizational
skills that students will need to complete a research project, and tricks for puzzling out the meaning of unfamiliar terms.
Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based
on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group
instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading
skills through the use of children's literature, reader's theater and story time.Differentiated
instruction according to student ability and
skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of
cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.
Appropriate garnering of the stress response in anticipation of this social challenge would be expected based
on previous data.8, 13,50 In the current study, this was observed only after the intervention, possibly because of intervention - induced changes in
cognitive appraisal, including the value placed
on peer interactions, attention to
instructions about the peer entry task, self - assessment of
skills to be used during the pending task, and emotion and behavior regulation during the stimulus presentation.