Sentences with phrase «regular school and classroom»

Returning to regular school and classroom routines can contribute to this.

Not exact matches

Leithart, a regular contributor to these pages, offers a fetching introduction to the classic for high school and college students, along with questions and ponderings for classroom discussion.

The Cummings family story ends (or continues) with the family taking a direction that may bring the worlds of homeschool and real school together: an online charter school where some classes would be «self - directed» and others would «meet in a virtual classroom on a regular schedule.»

In 2007, Robert Pianta of the University of Virginia published in Science the results of a large - scale survey of American public schools that he and a team of researchers had undertaken, observing regular instruction over the course of an entire school day in 737 typical fifth - grade classrooms across the United States, as well as hundreds of additional first - and third - grade classrooms.

Chakra Kids specializes in bringing yoga into the classroom, and it does so by partnering with various schools in the area and incorporating yoga into regular curricula.

Regular mindfulness practices and skills reduce negative thinking, negative emotional reactivity, and thus negative classroom and school climate.

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

The schools and classrooms where I've seen the strongest relationship - based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.

While experts such as Santos recommend that ELLs be integrated with native English speakers in regular classrooms, San Francisco International High School teachers say that for many older newcomers, a school devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic coSchool teachers say that for many older newcomers, a school devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic coschool devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic content.

Regular classroom teachers get — and deserve — their moments in the limelight, but in many cases non-academic teachers make immeasurable contributions to the personality of our schools.

So we have to make sure each child goes outside of his / her comfort zone and speaks and listens to every child in the classroom on a regular basis (I cringe to think of my days as a new high school teacher when I am sure «student K» went the whole year without uttering a sentence to «student G» and vice versa.)

Between 1994 and 2004, the percentage of students with disabilities spending 80 percent or more of the school day in a regular classroom showed an overall increase of 5 percent, which shows that our nations schools are moving in the right direction but still have a long way to go to ensure a quality education for an increasingly diverse student population.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

Unlike hospitals, where doctors meet weekly to discuss vexing cases, many schools lack a regular forum or intellectual framework to meaningfully collaborate and debate hard challenges that arise in the classroom.

Ensure that all parents have regular access to clear, concise, and easily readable information about their children's school and classroom.

Abuse is becoming a regular and alarming occurrence with more than half of teaching assistants coming across violent behaviour in the classroom, the playground or at the school gates.

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

Unfortunately, exposure to gap - closing classroom quality, although highly desirable from nearly every perspective imaginable, is not a regular feature of early schooling and even less likely for children in poverty.

In fact, many schools and classrooms are integrating more physical activity into the school, not just your regular P.E. class.

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.

an opportunity to consult with the student's regular classroom teacher (s), and other professional staff providing academic intervention services, at least once per semester during the regular school year;

Roseanna Ander, Jonathan Guryan and Jens Ludwig propose scaling up a daily, individualized tutorial program that would allow students who have fallen behind grade level in math to reengage with regular classroom instruction, likely increasing their chances of graduating high school and achieving the many long - term economic benefits that go along with academic success.

Students who are gifted and talented are found in full - time self - contained classrooms, magnet schools, pull - out programs, resource rooms, regular classrooms, and every combination of these settings.

iEARN - USA enables students and teachers to design and participate in global projects as part of their regular classroom curriculum or after - school program.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

The schools assigned to receive the digital writing program (the program group) will receive intensive professional development and coaching in using GAFE tools, including Doctopus, Classroom, and Goobric, as well as pedagogical training in technology to support the personalization of assignments and regular use of digital tools in classroom instruction.

Indeed, the regular classroom is becoming even more standardized as schools adjust to meet the testing and accountability mandates of the federal No Child Left Behind Act.

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.

Within each school, students and teachers were assigned randomly to classrooms of three types: a small class of 15 students and two regular - sized classes of 22 students (one with a teacher's aide).

Learning Together, Lessons in Inclusive Education in New York City This report examines a group of programs in NYC public schools that prove that integration of children with special needs into regular classrooms is not only possible but also desirable for children with many different types of disabilities and with differing needs....

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.

Barriers to success for students in the traditional classroom setting include life circumstances that can prevent regular attendance and impact focus during school hours and decreased confidence from lack of success.

As regular classrooms turned into learning communities and students became capable of mentoring what they had mastered, opportunities to learn multiplied: students moved eagerly to neighboring schools to share what they knew with fellow students, and in turn, these students and their teachers created new learning communities.

Regular debates and themed seminars on topical educational issues, input from Leading Thinkers, and high quality training events continue to attract school leaders and classroom practitioners in high numbers across the UK.

In a recent study, elementary school teacher Mackenzie Eikenberry employed the regular use of poetry in her third and fourth grade dual language classrooms.

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.

But it is likely to include improvements that directly affect schools, such as expanded broadband so that digital learning can become a regular component of classroom instruction, better teacher training and a fine - tuned instructional program.

Average Amount of school time per week (in minutes) in special education setting and regular education classroom, by parent's satisfaction with child's school.

Each classroom teacher must sign a statement acknowledging receipt of the funds, keep receipts for no less than 4 years to show that funds expended meet the requirements of this section, and return any unused funds to the district school board at the end of the regular school year.

In addition to the regular classroom teacher, Lower School students learn from specialty teachers in Science, Art, Music, PE and Outdoor Education.

As demonstrated by recent and ongoing problems in some MMSD schools, adequate staffing with licensed special education teachers and SEAs is critical for the inclusion of all children with disabilities in regular classrooms.

As more schools focus on STEM education, other design elements making their appearance are makerspaces, robotics rooms, and fabrication laboratories dedicated to project - based learning not easily conducted in a 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.

In middle and high schools, students in these models rotate on a fixed schedule between a learning lab and regular classrooms — a «Time - Technology Swap.»

For Steckler, Lonadier, and other school leaders who are accustomed to regular classroom drop - ins, the observations are an easier adjustment.

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).

Including a chart like the one above as part of an instructional leader's regular practice requires that they have a consistent system of gathering relevant data on what is happening in their school and classrooms.

Young people should learn to live with and respect others different from themselves, therefore, many students with special needs should be assigned to regular classrooms for part or all of the school day.

As their English proficiency grows, students go to their regular school sites — and where general classroom teachers also have ESL training and support.

In addition to the growing number of regular classroom teachers being certified, Oak Hills also employs 8 gifted intervention specialists for their schools to provide inclusion services as well as consultation and resources targeted solely for their gifted population.