It's best to do this before you start any formal transition plan that
involves visiting the classrooms.
Not exact matches
I was team mom for little league, cheer mom, pta mom, chaperoned school field trips, volunteered as a
classroom helper and parent at their schools (when in public school) attended toddler tumbling and mom classes, was a homeschooling parent for one of my kids with leaning disabilities, I didn't have to scramble to figure out what to do about work or where to take my kids for child care if they were sick, I led and was
involved with the church groups with my kids, I spent summers with them doing all kinds of things like traveling,
visiting grandparents out of town, amusement park trips, swimming, picnics, and hiking, instead of them being stuck with a sitter every summer.
Finally, Chapter 8, «Reaching Out to Parents,» and Chapter 9, «When Parents
Visit the
Classroom,» include practical suggestions for improving home - school communication, including ideas on how to
involve parents in setting
classroom goals, supporting
classroom rules, and encouraging academic achievement.
At the beginning of the school year, teachers
involved in the program are asked to
visit at least 20 children in their
classroom, Smith said.
And these evaluation systems are strikingly better than what they replaced: slapdash approaches
involving a couple of
classroom visits by a building principal for some teachers in some years that resulted in virtually all teachers being classified as high performing.
For example, recruit pupils for extra-curricular groups; arrange extra rehearsals; follow up on interests shown in the
classroom (eg finding a child who is learning the guitar at home, informally, and getting them
involved in a school group); produce a programme for the school concert which includes every child's name; liaise with other staff members (eg with the Art Department to provide a cover for said programme); organise refreshments; run a Parent Support Group for music; arrange for matching T - shirts for the jazz band or school choir; deliver a «sponsored sing» for charity;
visit an old people's home to perform for the residents; and a host of other things which make for «a musical school».
This can happen in the first week, and it
involves leaving the
classroom and walking around the school or
visiting local parks, museums, or art galleries.
During a two day programme of free learning outside the
classroom within walking distance of the school
involving the whole of Year 7 (350 pupils), pupils developed their resilience during activities such as a hike, team building skills when participating in den building and knowledge of a local charity when
visiting the lifeboat station.
The pioneering scheme
involves English teachers
visiting China for two weeks and Chinese teachers
visiting England for two weeks, enabling schools to experience world - class maths teaching in English
classrooms.
Our next step
involves teachers observing in other teachers»
classrooms, and taking the time to debrief after those
visits.
They received quite a workout over the course of their day,
visiting numerous
classrooms and engaging in principals» daily routines that
involved countless relationship - building activities.
Training for PATHS coaches — a position often utilized by larger implementations to provide feedback, ideas, and encouragement to
classroom teachers implementing the PATHS program — typically
involves six on - site trainer
visits per year, for training, observation, and continued professional development in social - emotional learning.
Earning the Earth Advantage Broker (formerly STAR — Sustainability Training for Accredited Real Estate Professionals) designation
involved classroom work, site
visits and testing.