Sentences with phrase «social standards of behavior»

Demonstrated and reinforced social standards of behavior — Established norms of class behavior and maintained order at all times.

Not exact matches

Among the findings: Results from the federally - funded General Social Survey, considered the gold standard on social behavior and one of the few surveys that collects data about sexual orientation and workplace discrimination, show that 42 percent of LGB respondents had experienced employment discrimination at some point in their Social Survey, considered the gold standard on social behavior and one of the few surveys that collects data about sexual orientation and workplace discrimination, show that 42 percent of LGB respondents had experienced employment discrimination at some point in their social behavior and one of the few surveys that collects data about sexual orientation and workplace discrimination, show that 42 percent of LGB respondents had experienced employment discrimination at some point in their lives.

If his drinking behavior is in defiance of the drinking standards of his important social or fellowship group.

He found that mirrors can push people to compare and match their behaviors with social standards of correctness.

Social benefits: above all, the conscious scientific motivation to develop autochthonic medicinal resources may help break through standard lines of thinking and behavior to promote an equitable distribution of work, profit, and social benSocial benefits: above all, the conscious scientific motivation to develop autochthonic medicinal resources may help break through standard lines of thinking and behavior to promote an equitable distribution of work, profit, and social bensocial benefits.

The emerging global information infrastructure (GII) was a new and exciting environment full of promise and opportunity for research, education, commerce, entertainment, social change, and democratic governance, but where laws and ethical standards remained unwritten, and where individuals and institutions are still testing the bounds of acceptable behavior.

Mandatory Demand as a Policy Instrument: The Case of the Renewable Fuel Standard (RFS) Biofuel Program, Jay Kesan, Timothy Slating, Hsiao - Shan Yang, Illinois Program in Law, Behavior and Social Science Paper No.

There is ample evidence that social and emotional learning is strongly related to several of our national educational goals and standards, and provides precisely the kinds of skills that national reports indicate are critically needed by youngsters to help avoid disaffection, dropout, and other self - destructive behaviors.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Teachers juggle content standards, the social and emotional needs of students, behavior, and often trauma, but they also are the first line of defense when students have mental health problems.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Working in a variety of mediums, the artists shock, amuse and satirize social behaviors by setting up absurd or outlandish situations to provoke viewers into questioning personal standards and the accepted rules of society.

You need to take control of that effect with clear standards for your employees» personal social media behavior, as well as interactions on your business platforms.

Barrington Community School, Woodridge, VA 11/2014 — Present Second Grade Teacher • Teach reading, language arts, social studies, mathematics, science, art and physical education to second grade students • Create and impart effective lesson plans for each subject • Develop instructional materials related to each subject and concept to be used during class instruction • Establish and maintain standards of student behavior and indulge in behavioral management duties when needed • Create and administer tests and check and grade test papers

In contrast, school curricula that focus on changing students» norms to be less approving of health - compromising behaviors and on developing their skills to resist social influences to violate those norms may require booster sessions through adolescence to maintain healthy norms or standards for behavior.

The theory hypothesizes that when social groups produce strong bonds of attachment and commitment in members, and promote clear standards for behavior, these groups increase behavior consistent with those standards and prevent behavior that violates them.

Adolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at school.

As a correlate to identity formation, adolescents become keenly aware of group peer norms and increasingly seek to associate with peers and use peer standards to evaluate their own and other's social behavior.

At the state, district and school level, we need curricula and programs that hold students to a high standard of appropriate social behavior — something that holds them accountable before they make it so close to Capitol Hill.

The Collaborative for Academic, Social and Emotional Learning defines responsible decision making as «the ability to make constructive and respectful choices about personal behavior and social interactions based on considerations of ethical standards, safety concerns, the realistic evaluation of the consequences that stem from actions and the well - being of self and others.&Social and Emotional Learning defines responsible decision making as «the ability to make constructive and respectful choices about personal behavior and social interactions based on considerations of ethical standards, safety concerns, the realistic evaluation of the consequences that stem from actions and the well - being of self and others.&social interactions based on considerations of ethical standards, safety concerns, the realistic evaluation of the consequences that stem from actions and the well - being of self and others.»

Show Phase A. Using a T - Chart to define what behaviors would look and sound like when meeting the standards of the social skill.

Do Phase (Includes the Social Coaching Phase) A. Have students role - play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social Social Coaching Phase) A. Have students role - play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social social skill.

B. Provide the students with a simulated practice, starting with the rationale and review of the essential behaviors (listed under Tell Phase) Tell Phase (required to meet the standards of the social skill).