Sentences with phrase «students at an emotional level»

Many teachers intuitively know that connecting with their students at an emotional level is key for young people's academic, social, and emotional growth.

Not exact matches

At a more basic level, those students are disabled by inadequacies in their emotional intelligence — shortcomings in their abilities to anticipate consequences, control impulses, manage stress, and understand how their behavior affects others.

When teachers use strategies to reduce stress and build a positive emotional environment, students gain emotional resilience and learn more efficiently and at higher levels of cognition.

At the ground level, students and faculty in the DC school are exploring and discussing the aspects of achieving well - being that are most challenging for Maasai women, including their emotional, intellectual, and physical wellness.

At the individual level, but especially as group projects, either approach has strong connection with social and emotional learning and will provide teachers with numerous opportunities in context to help students develop SEL skills.

Just to explain that a little bit further, what we found is that the students in the control group, their level of emotional problems stayed at round about stable or went up slightly during the 14 week study period, whereas those that we doing the Burn2Learn program in the intervention school, they saw a drop in their emotional problems.

Analyze, share and act on behavioral and social emotional data at the student, classroom, grade, school and district levels

Offer a range of professional development programs and activities to build skills and knowledge among educators and aspiring educators at all levels in developing students» social and emotional health.

The school provides for morning meetings at the elementary level and advisory periods in middle and high school to address the social and emotional needs of students.

Its goal is to provide a safe and supportive school climate by creating consistency across a school and meeting the unique needs of students at varying levels of behavioral and social / emotional development.

She began as a teacher at the ground level of one of the country's most economically and demographically challenging inner city populations, the North Side of Milwaukee, Wisconsin, where she faced what so many teachers face: high class numbers, and needing to support learning, emotional and physical needs of a multilingual population of students in poverty while achieving state and district test score goals.

Using the Success Highways Resiliency Assessments, administrators can identify the social and emotional needs of individual students, grades 3 - 10, and determine at the district, school and classroom levels which resiliency areas are in need of the most attention.

The Success Highways Resiliency Assessments provide educators at the district and school levels with actionable data about the social and emotional needs of their students.

The report recommends that measures of students» social and emotional competencies are best used at the local level to inform teaching, learning, and program investments.

Jessica Sprick began teaching as a special education teacher for students with emotional behavioral needs and later became a Dean of Students at the middle schoostudents with emotional behavioral needs and later became a Dean of Students at the middle schooStudents at the middle school level.

Implemented in an elementary school with low academic achievement rates and a high percentage of special education students classified with emotional disturbance, the UD program helped the school develop unified attitudes, expectations, consequences and team roles school - wide to improve discipline at all grade levels.

Teachers» expectations take into account the social, emotional and developmental needs of students at this level.

Many student - level measures of social and emotional skills, for example, naturally trend downward at certain ages, regardless of whether or not students» skills have actually declined.48 Research has also found that students are more candid when talking about, or rating, their peers than they are themselves.49 As a result, more research is needed to determine if and how states should use these measures to identify schools for improvement.

For example, most East Asian countries, many of which produce high performing students, have used their «examination - driven and achievement - oriented» learning environments to teach and measure social emotional learning skills at a nationwide level.

At the same time, students who express emotional instability or high levels of sadness may be more likely to be bullied.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

Teaching students with learning disabilities, emotional disturbances, autism and other cognitive disabilities at both the elementary and middle school levels, delivered through co-teach, self - contained, redirect and alternative learning environment.

The Australian Early Development Census is a population - level measure of early childhood development collected on every student by teachers at school entry (N > 260 000) every 3 years.12 It measures five domains of early childhood development (physical health and well - being; social competence; emotional maturity; language and cognitive skills; and communication skills and general knowledge).

The school provides for morning meetings at the elementary level and advisory periods in middle and high school to address the social and emotional needs of students.

She has worked as a school social worker at both the elementary and high school levels, and served an instrumental role as a counselor in a special program for college students struggling with emotional and learning issues.

The following Performance Descriptors outlined by the Illinois State Board of Education - Illinois Learning Standards - Social / Emotional Standards (SEL), detail the specific abilities expected of students at all grade levels and are a helpful guide for teachers and families.

Superintendent Aguilar's proposal to invest in additional socio - emotional supports for students at the school site level will help address these important needs so students can focus on their studies and perform academically.

The school has adopted evidence - based programs / approaches that foster a full range of social and emotional competencies for all students at all grade levels.

A rise in social, emotional and behavioral interventions in Easton schools has caught the attention of Board of Education members, and they're discussing the factors contributing to student stress at the elementary and middle school level.

The report recommends that measures of students» social and emotional competencies are best used at the local level to inform teaching, learning, and program investments.

At the classroom level, educators want to know what programs will promote social and emotional competence in their students.

The Collaborative for Academic, Social, and Emotional Learning (www.CASEL.org) has used rigorous criteria to vet programs for students at different grade levels, and its online guides provide a helpful starting point for states, school districts, and schools.