Sentences with phrase «manage classrooms of children»

Assistants Preschool Teacher support lead teachers and help them manage classrooms of children 5 years and younger.

Not exact matches

Using the lens of Interpersonal Neurobiology, our highly trained Therapeutic Companions focus on helping children feel safe and secure in the classroom, teaching strategies to manage emotions and behavioral impulses.

Working as a classroom teacher (and as a parent of three of my own), I know that some children are better able to adapt to and cope with new or different situations while others need to be supported and taught more intentionally how to manage their feelings.

This may help to lower the intensity of feelings, but practically, it's sometimes hard to manage when children are in the same classroom.

«Teachers have enough to worry about between lessons, grading, managing their classroom, and the actual work of educating our children.

They saw them as having very low social skills (lower than anybody else) they saw them as the most disruptive to the classroom, in need of attention from the teacher almost constantly which then interrupted her ability to teach and to work with the other children, and they were regarded as a huge problem that had to be managed in some way.

Most commonly used with children on the autistic spectrum This card helps to: Set a classroom entry routine Inform TAs of what will happen in the lesson Provide students with expectations of the lesson A reward / sanction system students can manage themselves.

An article about how to manage classroom behaviour over Christmas, particular in terms of helping children cope with change and prepare for unfamiliar activities.

Alternative methods such as positive reinforcement, understanding negative behavior in context and training of our children's educators is proving to be much more effective in managing the classroom.

A child with an attention deficit can pose serious management problems for the classroom teacher and, if not managed successfully, can take up a considerable amount of instructional time.

Aimed at children from 5 to 11 years of age, the literacy hour spurned the passive (or quiet) approach to reading used in many classrooms in the United States and Britain and brought a great deal of precision to the task of instruction, mainly with a tightly organized and strictly managed program.

«We also think that Multiple Intelligences will provide the teachers with a very effective lens by which they can work with the children and how they organize their classrooms,» added Ms. Julie Viens, Managing Partner of MI Institute.

Pointing to an incident at P.S. 194, a traditional district school in the Harlem section of the Big Apple, where three children forced a third - grade schoolmate to perform a sexual offense — as well as the fact that one of her schools, Success Academy Harlem 5, had only one incident of reported violence compared to 92 at the traditional district school with which it shares space — Moskowitz also declares that suspensions are critical to helping teachers gain the support they need to manage their classrooms.

Since 1990, a research team led by Professor Kevin Wheldall from Macquarie University Special Education Centre (MUSEC) has been researching more effective ways of managing children's behaviour in the classroom and how best to teach children who struggle to learn to read.

You have had educators who for so many years may not have been trained to manage classrooms without the use of exclusionary discipline, and have become reliant on their ability to send children out of the classroom.»

Staffers visit kindergarten classrooms to identify children who, even at their young age, are seen by their teachers as likely future candidates for prison or early pregnancy (because the students carry a great deal of family and social baggage and because, even as five - year - olds, they are extremely hard to manage in the classroom).

Most often lacking, recent graduates say: teaching how to manage a classroom full of children and provide instruction for students at different academic levels.

Assist teachers in classroom with positive direction for the children, manage classroom for teachers during leave of absence.

However, an applicant's resume should include some prior experience that demonstrates his or her ability to manage a classroom full of children and / or teenagers.

• Create and implement appropriate curriculum to meet the needs of preschoolers • Devise lesson plans and impart instruction • Enrich and modify lessons and materials to meet individual students» level of progress • Manage student behavior in and outside classroom • Prepare materials to aid learning processes • Review student progress through assessments • Develop intervention strategies to ensure students» social and educational growth • Confer with parents regarding their children's progress and improvement needs

JAMES SCHOOL, Shamrock, NJ 6/2011 to 6/2012 Special Needs Assistant • Assisted the teacher in creating and implementing effective lesson plans for each child • Provided support in building a sympathetic environment in the classroom • Helped the teacher apply safety measures to ensure the physical wellbeing of each student • Created individual student records and managed documentation on each student • Helped the teacher supervise the students during recess and outdoor activities • Assisted the teacher in assessing and evaluation each child by providing them with observational feedback

Professional Summary: Children - focused, meticulous teaching professional with 4 + years» rich hands - on experience in managing the overall activities of a classrooms.

PROFESSIONAL EXPERIENCE Atlanta Public Schools, Atlanta • GA Year — Year Paraprofessional / Teacher & ASP Director Provided strong program insight and direction for exceptional children experiencing emotional behavior disorders and managed all facets of classroom operations that included curriculum development and structure.

Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum for autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated effectively with parents and other interested parties regarding student behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and assessment strategies while effectively implementing behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve classroom experience • Facilitated and fostered constructive communication with parents and other interested parties • Created an effective and constructive «curriculum writing project»

Schoolwork Your child will need to adapt to new teaching and assessment styles, cope with a wide range of subjects, adjust to having different teachers in different classrooms, become more responsible for his own learning, manage a heavier and more complicated study and homework load, and learn a new and more complex timetable.

This report presents the final results of the Foundations of Learning (FOL) demonstration, which evaluated an intervention designed to train preschool teachers so that they could better manage children's behavior and promote a more positive classroom learning environment.

In fact, equipping teachers to foster the social - emotional development of children and to defuse behavioral issues helps them to better manage their classrooms, leaving more time for instruction.

Empirical studies have documented prevalence rates of emotional and behavior problems among preschool children as high as 20 to 40 percent, such that four to seven children in any given Head Start classroom may require additional assistance in managing their emotions and behavior.

The contributors to this issue of Zero to Three describe a range of services and supports to address challenging behavior and support early social and emotional competence: A model of early childhood mental health consultation to reduce the rate of preschool expulsion; how child care professionals and parents can have useful conversations around sensitive behavioral issues; an approach to coaching early educators to prevent and manage challenging behavior in the classroom; a parent — infant play group to build parenting skills; the treatment of common sleep issues; and a program of support to strengthen military families when a parent returns from deployment.

This position manages a caseload of 8 - 11 families and their children ages 6 weeks through 5 years, plans and implements developmentally appropriate and therapeutic curriculum for a classroom of 6 - 11 children, monitors each child's development and the family's functioning, conducts at least monthly home visits for each family and maintains accurate files on each child.

Subjects have included: • Motivational strategies in the classroom • Techniques to enhance strengths in children with Attention - Deficit / Hyperactivity Disorder • Treating through trauma • Treatment of sexually inappropriate behavior • Depressed mood and suicide risk • Positive parenting • Mindfulness • Yoga in mental health • Healthy nutrition • Manage Your Mind Not your Time • Meditation and vitamin supplements • Managing Emotions • Managing behavior difficulties in adolescents and children • Other topics upon request

Nearly all programs with a track record of success, including the public preschool programs in Tulsa, Boston, New Jersey, and Michigan, require their lead teachers, who not only instruct children but manage the classroom, to have a bachelor's degree with a specialization in early childhood education.Pamela Kelley and Gregori Camilli, The Impact of Teacher Education on Outcomes in Center - Based Early Childhood Education Programs: A Meta - analysis (working paper, NIEER, New Brunswick, NJ 2007), 5 — 7.

• Create a safe environment designed to promote the physical, cognitive, and emotional growth and development of each child; • Work cooperatively to develop and implement classroom activities and the High Scope Curriculum; • Manage classroom and lead transitions from one activity to another; • Guide children through interactions and foster children's use of language and conflict mediation skills; • Engage / supervise developmentally appropriate activities inside and outside, participate in children's play, and foster creative use of materials.

Essential Duties and Responsibilities: • Create, adapt, and execute daily lesson plans based on Parenting and School Readiness curriculum • Administer pre - and post-testing of parents and children to determine measurable progress • Organize family learning activities and events both in the classroom and in the community to support program objectives • Facilitate Parenting education, Parent and Child Interactive literacy sessions, and Parents Interacting with Infants playgroups • Manage routine administrative functions of the classroom including recording attendance, enforcing attendance policy, and contacting absent students and encouraging their return to class • Provide supplemental learning material and activities based on parents» and children's» needs • Maintain currency in Early Childhood education techniques and strategies • Develop meaningful relationships with parents and children in our program and also with other team members • Communicate with parents, staff and administrators regarding issues that concern parents and children • Facilitate a safe, educational and stimulating learning environment • Participate in the planning and implementation of program evaluation activities • Operate standard office equipment and uses required software applications • Performs other duties and responsibilities as assigned.