Sentences with phrase «meeting with a teacher individually»

Our consultant will typically meet with teachers individually prior to a lesson to co-plan the lesson and again after the lesson to review student work and plan next instructional steps.

Daniel met with each teacher individually before school opened.

Rather what we do as a team is meet with teachers individually or in their Professional Learning Communities to be a part of the planning process and provide them the answers they need.

Not exact matches

Your lead teachers will meet individually with each trainee to discuss and advise on any personal or professional aspects of your life and yoga journey.

Teacher - Student Conferences: Each marking period, I meet with students individually to check their journals for completion.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Each week, during a time that was convenient for the child's teacher, coaches met with the students individually and / or in a small group.

My role as mentor coordinator involves matching mentors with new teachers, providing information and feedback regarding the mentoring process, meeting with mentor / new teacher partners throughout the year, meeting individually with new teachers throughout the year, tracking progress, and more!

Finally, teachers should use the results of these assessments to inform their next instructional steps, whether that is deciding to reteach a concept to a small group, meeting individually with one student, or introducing the whole class to a new concept entirely.

If teachers are given the time to work individually with students, (especially special needs students) to pinpoint what makes them «tick,» it is possible to meet and exceed standards while supporting students in pursuing their interests and passions.

During this time, our teacher met with students individually to help move us forward in our learning, to correct misconceptions, and to help us fill in gaps in learning.

• 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

• 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

We envision schools where parents and teachers work individually and together to meet the emotional needs of children at home and at school — where adults interact with children, and one another, in emotionally healthy ways.