Sentences with phrase «regular classroom work»

The school's reading - support staff created lesson plans that didn't always relate to regular classroom work.

A regular classroom works fine.

Not exact matches

Carter Bayton was asked to work with thirteen 2nd grade boys who were considered so disruptive that they couldn't make in it a «regular» classroom.

Most children with SM can perform academic work with minimal or no accommodations in the regular classroom.

A New York City community school district, in collaboration with a local college, has opened an alternative school in East Harlem for junior - high - school students that combines community - service work with regular classroom instruction.

As a result, I encourage regular teachers (like myself) to embrace this term and use technology to create a blended curriculum that combines engagement and active learning in the classroom with meaningful work done online.

In the «classroom» section, we declared: «Students will become more adept at solving math problems if teachers encourage them to think through a problem before they begin working on it, guide them through the thinking process, and give them regular and frequent practice in solving problems.»

She has worked as a regular classroom teacher, in English and French immersion classes, and as a thinking skills / enrichment resource teacher.

In meetings with families and community members, the district developed the Big Ten — character traits like work ethics and trustworthiness — to be taught and practiced in every classroom through the regular curriculum.

«Every school I've worked in lacked regular classroom space,» principal Joe Lazarski told Education World.

But, the classroom where the regular education and special education teachers work side by side and one of the special education teacher says, «you learn something every day when you are a team and you think of all the students in the class as «our» students.»

A single tutor would be paired with two students for a full - period tutorial session during each school day, and the content of the tutorial would be customized to the students» level of knowledge and learning style — allowing students to work back up to grade level and begin benefitting again from regular classroom instruction.

She is a former classroom teacher who has worked in regular education as well as with children with learning, physical, behavioral and emotional disabilities, and in a private practice for troubled youth.

Research is clear that co-taught classrooms, in which a special education teacher works alongside a regular education teacher, result in better outcomes for students.

Chapters of this on - line book deal with what to do before class begins, how to respond to the person who calls you for substitute work, and what you can do after class to make you a real hero with the regular classroom teacher.

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.

-LSB-...] strategies that would be used across all classrooms with fidelity and are working to reinforce a culture of coaching by implementing «3 - to - 1 in the moment feedback» on a regular basis for all staff -LSB-...]

But she also faced questions to how her system of specific benchmarks can be applied to all educators, ranging from classroom teachers to those working with special - education students both in and outside the regular classroom.

This usually means inclusion in the regular classroom, where the child may interact in work and play with age peers and is exposed to a broader and more enriched curriculum than might be possible in the environment of a special class or special school.

Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in instruction in their own classrooms.

By emphasizing shared responsibility and regular meetings, Learning Clubs create a powerful support group that allows teachers to test and refine their work in integrating the best research - based techniques into their classroom practice.»

Manno and Firestone (2006) found that teacher leaders who were able to work directly in classrooms, such as conducting classroom observations and regular meetings with teachers, had a greater influence on teachers» implementation of curricula than teacher leaders who had limited or sporadic access to teachers.

When students return from an extended hiatus, they not only have to complete the make - up work, but they also have to contend with their regular classroom assignments.

After fifteen years of public school teaching, both in regular education and special education classrooms, Stephanie worked for twelve years as a staff developer for the Denver based Public Education and Business Coalition (PEBC), a partnership of leaders from education and business, who support innovation in public schools.

Through their partnership with Mills Teacher Scholars, these educators have regular opportunities to surface classroom dilemmas, get multiple perspectives on their students» work, and develop shared understandings of the best practices of computer science learning.

Some districts limit the use of aides to certain areas, such as assisting with special education students, working in bilingual classrooms or helping supervise very large classes (such as P.E.); others provide aides to help teachers in the regular classroom.

Some districts limit the use of aides to certain areas, such as assisting with special education students, working in bilingual classrooms or helping to supervise very large classes (such as P.E.); others provide aides to help teachers in the regular classroom.

Their approach is to reduce special education staffing, add special education to the work of regular classroom teachers, and exclude high - needs students from regular classrooms and schools.

She's worked in regular and special education classrooms, with a special focus on and passion for literacy.

A station rotation model in a 5th grade English classroom that enables regular, targeted small group work with the teacher, as well as independent self - paced online learning

Other highly gifted children attend regular classrooms, but instead of working at appropriate academic levels and having «an equal opportunity to struggle» (Morreale, 1993), spend much of the school day tutoring others in cooperative learning groups or reviewing curriculum that they mastered years ago on their own (Robinson, 1990; U. S. Department of Education, 1993).

This collection of papers was written to address two purposes: (a) to provide teachers in preservice LD preparation programs with an overview of validated practices that have been proven effective for children with language learning disabilities, and (b) to provide regular education teachers preparing to enter the field or already in the classroom with knowledge about validated teaching strategies so that they can work more effectively in collaboration with an LD consultant.

Works cooperatively with regular education teaching staff to coordinate instructional activities and to monitor the progress of each pupil and provides support instruction in the regular classroom or resource center as assigned.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and proWorking closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and proworking with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Co-teaching — the practice of having special education and regular education teachers work together in inclusive classrooms — is one way to ensure that all students have equal access to challenging academic content.

As a partial solution, Duncan proposed creating new roles for teachers that let them continue to work with children in the classroom «while being an integral part of educational improvements» locally and nationally, with «regular opportunities to give feedback» to the administrators who are changing policy.

- Using regular classroom circles to work together with students to set academic goals, explore the curriculum, and develop core values for the classroom community;

Bearing in mind the enormous range of ability and achievement found in the mixed - ability classroom, the pre-existing knowledge of many of our abler students, and the pressure on teachers to revise and re-revise work to ensure that less able students achieve mastery, it is no wonder that many of our most able students are left unstimulated and unchallenged by the regular school curriculum.

Sue's worked in special education classes and in the regular inclusion classroom.

For example, on a given day half the class may go to the Science lab, allowing the two teachers in the regular classroom to each work with half of the remaining half in reading, creating reading clusters as small as 3 to 6 students.

They are students seeking credit recovery, wanting to improve their qualifications for scholarships, working to graduate early, taking a class unavailable at their local school, looking for courses specifically designed for students with disabilities or learning challenges, pursuing career goals, struggling with health or family problems, seeking flexible schedules, needing classroom choices, supplementing their regular classes, and working toward a GED as an adult.

In a regular classroom, the teacher will divide out the children based on reading levels, and then work with each group one at a time.

The integration of students with special needs into regular classrooms: Policies and practices that work.

This means teachers should be prepared in college to spot learning difficulties, and a learning disability specialist should be stationed at the school working either in a resource class, or indirectly / directly, with student / s needing assistance in the regular 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

Contractor Carpenter Tulane University — New Orleans, LA 2007 - 2012 • Performed regular carpentry and maintenance work • Completed an order of 500 wooden desks and chairs for classrooms • Renovated campus twice a year which included polishing furniture and repair work • Carried out all kinds of carpentry work ranging from renovations to new building construction projects • Installed cabinets, flooring, windows, doors, roof supports, etc. • Never received a single complaint from any client