Science4Us responds to this reality with a curriculum designed to be flexible enough to
meet the needs of individual classrooms.
Teachers then entered a second stage we call skill building in which they developed and used formative assessment more deliberately to
meet the needs of their individual classrooms.
Not exact matches
«the care and dedication
of individual teachers»...» the loving approach
of the teachers»...» the personal attention my child receives in the
classroom»...» the depth in teaching the developing human being»... «that the teachers and staff are well - acquainted with my child and every concern I've had about my child has been
met with the staff's full attention, concern, and capability to professionally address the matter at hand»... «how the teachers «hold» each child and class»...» mindfulness toward the children's
needs»... «love that the teacher stays with the child through 8th grade»
Teachers
need support in reaching beyond the
classroom to see that the
individual emotional
needs of all students are
met.
District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change
classroom instruction to
meet the
needs of individual students.
Although in the best flipped -
classroom implementations, each student can move at her own pace and view lessons at home that
meet her
individual needs rather than those
of the entire class, most flipped
classrooms do not operate this way.
However and as we all know, students are
individuals and a generalised approach based solely upon research isn't entirely inclusive and therefore will not
meet the diverse
needs of all students, no different to the principle
of differentiation in the
classroom.
Despite the prevalence
of students with disabilities in the general education
classroom, few teachers receive training on how to
meet these students»
needs or how to navigate the legally mandated processes enumerated in the
Individuals with Disabilities Education Act (IDEA).
In other words, we have a shared responsibility to
meet children where they are when they enter the school steps and attend to their
individual needs in the context
of the
classrooms.
LEAP is defining and articulating the teacher practices that best
meet individual student
needs; determining the school - and
classroom - level models that best personalize learning; and constructing the research methods and tools to best evaluate the impact
of personalized learning and edtech programs on student achievement.
Using technology in and out
of the
classroom inspires engagement and
meets the
individual learning
needs of students.
Today's
classroom teacher is expected to use data - driven decision making to individualize instruction and
meet the learning
needs of each
individual student.
Offer flexible modalities, groupings and times / places for learning to help
meet individual learner
needs, strengths and interests while balancing these
individual needs with the
needs of the class community Example: A teacher has several «centers» set up in his
classroom for learners to learn about reducing fractions.
All Midlands Middle College teachers are certified, highly qualified in the area
of expertise and committed to
classroom instruction that is designed to
meet each student's
individual academic
needs.
Using Child Assessment Data to Achieve Positive Outcomes is a video by the Colorado Department
of Education that shows administrators and teachers illustrating how they use authentic child assessment data to: 1) inform funders, 2) inform
classroom level instruction, 3) support teachers, and 4)
meet the
needs of individual children and their families.
Tennessee's multi-tiered systems
of supports (MTSS) is a framework for seeing how all the practices, programs, and interventions fit together in order to
meet students»
needs both within an
individual classroom and across the school building.
With VocabularySpellingCity, you can customize word lists, or choose from thousands by subject and grade level, to
meet the
individual needs of students in your
classroom.
A great teacher must have content expertise, strong
classroom management skills, and be able to tailor pedagogical strategies to
meet the
individual needs of his or her students.
Programs are developed for beginner, intermediate, and advance driver training; all tailored to
meet the
needs of the
individual student; both behind - the - wheel and in the
classroom.
• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at
meeting the
individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an
individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable
classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and
need for intervention • Handle student record management tasks • Assist lead teachers in make
needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence
of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting
needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects
KEY COMPETENCIES • Exceptional knowledge
of developing and implementing middle school lesson plans • Vastly trained in using appropriate instructional strategies aimed at
meeting individual students»
needs • Strong communication skills targeted at imparting
classroom instruction • Excellent knowledge
of managing student behavior in accordance to the Student Code
of Conduct
CAREER HIGHLIGHTS • Over five years» experience teaching Mathematics to students
of different backgrounds • Highly skilled in planning effective
classroom instructions • Hands on experience in teaching mathematical concepts to young students • In - depth knowledge
of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program
of study that
meets the
individual student's
need, interest, and ability • Able to maintain a disciplined and controlled environment in the
classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's license
• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge
of creating age - appropriate curriculum and lesson plans to
meet the
individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development
of children • Management: Knowledge
of handling behavior problems and commanding respect in a
classroom environment
• 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
• Track record
of providing instructional support within special and general education
classrooms as required to
meet the students»
needs • Skilled in student evaluation and
need assessment • Substantial knowledge
of and ability to cater for students» age related developmental cognitive, social and psychological
needs • Proficient in facilitating the teacher in conducting
classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case
of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning,
classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop
need based individualized educational plans and implement the same in light
of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing
individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record
of providing excellent teacher support in all
classroom and lesson planning related activities • Committed to delivery
of highest standards
of classroom support, maintenance
of an interactive atmosphere and provision
of specially designed AV aids for special
needs students
The Arc
of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types
of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each
individual student • Conduct
classroom observations to determine behavior intervention plans • Hold
meetings with teachers and social workers to determine
need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans
of action • Document progress
of each student after careful observation
NSU Teacher Education Program Candidate Regularly assumed role
of lead teacher; Supervised an average
of 23 students in
classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality
of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to
meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for
individual student
needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher conferences.
Assessment results help prepare and facilitate the design
of learning activities that will
meet the
needs of individual children as well as the entire
classroom.