Sharon Schisel used to send her kids to district schools but says she witnessed inappropriate behavior there, including bullying, and
the values she taught at home were «constantly being undone» at school.
Not exact matches
They can no longer assume that
values taught in public schools are those
taught at home or
at church.
But he can operate with equal efficiency from the pocket, and his broken ankle has
taught him the
value of staying
at home.
Parents who wish to
teach traditional
values, such as honesty, loyalty, perseverance and kindness often have better success
teaching at home where their children can have one - on - one supervision and where negative actions and words can be addressed immediately.
I'm getting tired of paying through the nose to educate multiple kids of YOURS, many of whom are dumbbells who haven't been
taught the
value of reading and learning
at home and are merely disruptive to the few kids who want to learn.
This
taught me the
value of playing around with ingredients in my kitchen to make healthy condiments right
at home!
The LCDA will offer information on probiotics, the
value of fiber powder, eating fermented foods (
teaching how to make those
at home), and avoiding antibiotics and NSAIDs.
In this lesson, learners will be able to understand and use place
value for decimals, measures and integers of any size Lesson can be used as whole class
teaching by teachers and
at home by learners.
Padworth College has global citizenship and equality
at the heart of its
values and is
home to over 30 different nationalities of students who appreciate the alternative methods of learning and
teaching offered by the school.
Her mother stayed
at home and
taught the
values of love, compassion for all life, and what it means to help others in need.
• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social
values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all
teaching aids in an organized manner • Devise need - based AV aids to facilitate
teaching process • Assess multiple instructional strategies for effectiveness and change the
teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate
home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior
at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's
homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff
values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with
at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and
teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
«Providing protection against unknown surprises can solve many different issues quickly without what would or could be a major obstacle,» adds Miles, who notes that promoting the
value of a
home warranty is
taught from day one during training programs offered
at the firm.