Not exact matches
On the site, I explain and demonstrate instructional and
classroom management strategies; explore technology, books, research and professional development tools that can make us better; help teachers fine - tune the design of their materials; examine the emotional and
social forces that impact the way we do our work; and conduct my own little grass - roots
studies on topics that I think
need more attention.
In the pages of
Social Education (the premier journal of the National Council for the
Social Studies) and in rapidly assembled curriculum supplements, a clear effort was made to temper any hint of patriotic excess in the
classroom and to stress instead the
need for therapeutic healing.
For this entry, I
need to show how I build a
classroom community through
social studies.
«We've been blessed with numerous grants that have brought us state - of - the - art technology for our math and science
classrooms,» Green said, «but we're in
need of more technology tools for language arts and
social studies, where external funding isn't always easy to acquire.»
If you want to meet the
needs of your diverse student body, below are tips on how NMSA structures, schedules, and staffs their daily support seminars, as well as tips on how they build
study,
social - emotional, and college readiness skills in the
classroom.
This makes them a great choice for
classrooms where students
need to meet Common Core state standards and
social studies standards based on the College, Career & Civic Life Framework.
As equally as important as training is the
need for more research centering on the effects of technology in
social studies classrooms.
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
Through 2005, there is little research focused on implementing technology in the K - 12
social studies classroom (Swan & Hofer, in press), yet many authors advocate that teachers
need to explore this frontier without models of
classroom success, examples of «tried and true» curricula, and evidence of increased student learning.
Internet workshop and blog publishing: Meeting student (and teacher) learning
needs to achieve best practice in the twenty - first century
social studies classroom.
Additionally, while the benefits of instructional technology in the
social studies classroom have been reported by many researchers in the field (e.g., Berson, 1996; Bolick, 2006; Friedman & Hicks, 2006; Manfra & Lee, 2012; Swan & Hofer, 2013; Waring, 2014; Waring & Bentley, 2012) and the
need for teacher preparation is critical, teachers often refer back to more familiar instructional practices (Lortie, 1975).
Since a major emphasis of the
social studies is to help students develop the skills, values, and knowledge
needed for active participation in a democratic society, the PK - 6
social studies classroom is a natural setting within which students with mild disabilities can learn and rehearse necessary
social skills.
This situation is what leads a growing call for a much broader energy quest, from the laboratory to the light socket, that starts with the «no brainers» delineated by many
studies, particularly a McKinsey analysis of ways to cut energy waste, but also includes a direct, increased and sustained American investment in pushing the frontiers of knowledge on energy — and boosting efforts, from the
classroom to the boardroom, to build the community of technological, financial and
social innovators necessary to drive the
needed change.