Sentences with phrase «whole classroom of children»

Even a whole classroom of children could take turns cutting and replanting the trees at a center.

Not exact matches

Within the Mountain Oak School classroom, teachers masterfully blend academic and artistic disciplines so that the whole child is involved in every aspect of learning.

Congratulations to Kaler Elementary School, for using breakfast - in - the - classroom, and school meals in general, to address the needs of the whole child!

If we can change our policies and our practices in the classroom, and work with researchers devoted to finding ways to help our children, we can «make a tremendous difference, not only in the lives of individual children and their families, but in our communities and our nation as a whole.»

We can go back and forth all day about parenting philosophies, but at the end of the day, that whole «proper role of government» question boils down to this — if you want the government imposing upon the free interactions of others to serve your preferences, at the very least, it's incumbent upon you to prove that the government action (in this case the classroom environment) is the independent variable that deterministically thwarts your goals for your child.

On the whole, however, I would strongly recommend home education as the best way of encouraging gifted children to develop in the way that suits them best — which often bears little relation to the «average» classroom approach.

What I liked best about this format for presenting information was the «360 degree» perspective it offered: Casey gave the issue a framework, with useful advice on how to persuade principals and administrators to implement in - classroom breakfast programs; Nora followed, sharing her personal story with using free / reduced programs when her children were young, and stressing the importance of taking care of «the whole child»; Rosario charmed the crowd with her experiences implementing in - classroom breakfast in her district, sharing a story about how excited her kids got about breakfast after a power outage — not how excited they were about the return of electricity, but about getting breakfast; Barry inspired the group by explaining how he took his successes as a school food director as a springboard to a new career as a consultant, replicating and spreading that success in other classrooms.

«In addition to INSIGHTS» focus on individual children's strengths and needs, our study illustrates the importance of understanding and supporting classrooms as a whole at the transition to formal schools,» said McClowry, professor of applied psychology at NYU Steinhardt and the study's senior author.

With more and more schools looking to take learning outside of the classroom, Dave Harvey of the Brathay Trust looks at how residential centres help schools to develop the «whole child».

Children will delight in the way the author highlights the ridiculousness of the adults in Nanny Piggins» world, while classroom teachers can read each chapter as a standalone story within a lesson, or the book as an ongoing whole over the course of days or weeks.

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.)

Senator Alexander declared, «We've got a law that will govern the federal role in K — 12 education for ten or twenty years» and «unleash a whole flood of innovation and ingenuity, classroom by classroom, state by state, that will benefit children.»

«Understanding [«troublemakers»] as canaries in the mine, as responding to poisons and toxins that are invisible to us in the classroom air, really shifted my whole focus [as a teacher] away from thinking I need to intervene on individual children and instead asking myself, what is this behavior a response to in the environment, and what is this kid making visible to us that, if altered, could actually make the classroom a healthier place for all of the children?»

It draws on diverse sources: our daily poems and the poets we study, the weekly newsletter and other school publication, teachers» styles of speaking and writing, songs we sing at our whole - school morning meetings, current events, our history textbook, children's literature, the classroom walls, and writing by the students themselves.

Providing lessons in classrooms that build the whole child will foster a classroom community of respect, collaboration, safety, and love.

The leading state education bureaucrats in New Jersey, and some of their supporters, do not seem to understand the complex nature of human development, classroom instruction, learning, or educating the whole child.

Each session is expected to maintain a high quality of professional development providing our attendees information related to the ASCD Whole Child Tenets that can be useful in the classroom, district, or school setting.

Each session is expected to maintain a high quality of professional development providing our attendees information related to the ASCD Whole Child Tenents that can be useful in the classroom, district, or school setting.

The pre-made templates below include 30 different Bingo cards made from the same word list, so you can use them for a whole classroom of kids or just one child playing multiple games.

The aim of our private preschool Montessori classroom in West Kelowna is to provide children with a wide range of experiences which will support the spontaneous development of the whole child.

«It is ASCD's mission to ensure that each child, in each classroom, in each community, is healthy, safe, engaged, supported, and challenged, and our free Whole Child Virtual Conference is one of the crucial components of our multifaceted effort to support educators worldwide as they implement a whole child approach to education.&rchild, in each classroom, in each community, is healthy, safe, engaged, supported, and challenged, and our free Whole Child Virtual Conference is one of the crucial components of our multifaceted effort to support educators worldwide as they implement a whole child approach to education.&rWhole Child Virtual Conference is one of the crucial components of our multifaceted effort to support educators worldwide as they implement a whole child approach to education.&rChild Virtual Conference is one of the crucial components of our multifaceted effort to support educators worldwide as they implement a whole child approach to education.&rwhole child approach to education.&rchild approach to education.»

A spokeswoman for the union said the rules allow classroom assistants to teach small groups of children under the supervision of a qualified teacher, but they should not teach whole classes or prepare teaching material.

To ensure that their thinking incorporates classroom - level concerns, the scientists reached out to the commission's panel of educators who are interested in incorporating a more «whole child» approach into their work.

Mr. Garcia believes in I.B. and the focus on the development of the whole child, in the classroom and in the outside world.

By aligning each of the school efforts — professional development, classroom instruction, assessments, and community engagement — with the mission statement and prioritizing whole child support in that mission, Magnolia Elementary has set up a successful and sustainable environment for student growth.

«ASCD believes that each student in every classroom should be healthy, safe, engaged, supported and challenged and that the needs of the whole child should be supported by all community members, from national leaders, state officials, and educators to community experts and families,» said ASCD Executive Director and CEO Gene R. Carter.

The students will be offered reading lists, and website links for multicultural books, suggested ideas for family outreach initiatives, multicultural learning strategies within the classroom, challenging inner biases and / or stereotypes about children from other cultures, getting to know the whole child, understanding the cultural family dynamic of your students, and learning to adapt the classroom to the needs of your diverse body of students, etc..

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

In addition, we can also integrate curriculum, instruction, and assessment areas of focus with a whole child approach to education, ensuring that each student in each classroom is healthy, safe, engaged, supported, and challenged.

Unfortunately, too many classrooms stifle the imagination and reduce the whole child to a two - dimensional learner where the life of the mind is trivialized by routine.

The Primary Years Program (PYP) for ages 3 to 12, or preschool through fifth grade, stresses the development of the whole child in the classroom and the outside world (www.ibo.org/pyp).

Site visitors are invited to grade their schools and communities on the key components of ASCD's New Learning Compact; pledge to support whole child education; share stories about great schools and classrooms; contact their local, state, and federal policymakers; and access resources to help them make the case for a well - balanced education that emphasizes academic rigor as well as the essential skills of critical thinking and creativity.

As a classroom teacher, building level administrator, and chief academic officer, her priorities of her service remain educating the whole child, closing achievement gaps and helping all students succeed.

Acknowledging connections between the economy, poverty, health and brain function is not an attempt to «excuse» failing school bureaucracies and classroom teachers; rather, it is a necessary prerequisite for authentic school reform, which must be based on a realistic assessment of the whole child — not just a child's test scores.

With 20, 30 or even 40 students in their classrooms, elementary teachers have the daunting task of meeting every student right where they are, supporting progress toward grade - level standards and cultivating the development of the whole child.

Her piece in the Washington Post spoke of what she saw and heard in classrooms and from leaders that reinforced to her that educating the «whole child» (or also known as social - emotional learning) isn't just jargon or a fad, but a shift in the mindset of leaders and teachers that is yielding real impact on student outcomes (and is supported by emerging data - based research).

Its concept is simple: Treat the whole child, inside and outside of the classroom.

Gain insight, enhance your skills, and build your capacity with ASCD resources that keep the needs of the whole child in mind and connect the specific challenges of today's schools and classrooms with proven strategies.

Listen to the latest ASCD Whole Child Podcast on the importance of culturally responsive classrooms, and contribute your insights on Twitter using #ASCDForum.

The Noble Minds Institute of Whole Child Learning, a new charter school in the process of completing its first year, plans to move into the Central St. Matthew UCC church classroom building formerly occupied by Lycée Français de la Nouvelle - Orléans over the summer, officials said Tuesday night.

Participants engaged with materials and activities in whole group and small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience over time with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across time and across the classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack time).

Instead, the majority of the community school conversations to date, have focused largely on advocating for a whole - child approach to education that defines teaching and learning beyond the narrow constraints of a traditional classroom and school infrastructure and practice.

Offered as an alternative to the area's traditional schools, many of which serve a predominantly low - income population, Ridnouer says Veritas implements a «whole child» approach, utilizing healthy lunches, classroom breaks for exercise and at least 90 minutes of exercise per day.

These results show we all have more work to do to increase the level of rigor in our classrooms and address the needs of the whole child, academically, socially and emotionally, so we can finally narrow the persistent gaps that play out along racial and class lines,» said Evan Stone, Co-Founder and Co-CEO of Educators for Excellence.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

The purpose of this project is to recruit and retain volunteers particularly boomer - age volunteers who can significantly enrich individual children's experiences, as well as the classroom as a whole.

A whole - child perspective acknowledges that a child's supportive and enriching experiences in homes and early education classrooms are as integral to a child's lifelong health as care received in pediatricians» offices in reducing young children's risks of toxic stress, disease, injury, preventable disability and premature death and giving every child a fair chance at health.

The younger children (3 - and 4 - year - olds) and older preschoolers (5 - and 6 - year - olds) were assigned a classroom consisting of eight children in all, yet they were not randomly chosen from the whole group.