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nikkilh

What is ENVoY and How does it Impact Teacher Efficacy? | MESPA Advocate Blog - 0 views

mespamn.wordpress.com/...oes-it-impact-teacher-efficacy

ENVoY

shared by nikkilh on 14 Mar 22 - No Cached
  • What is ENVoY and How does it Impact Teacher Efficacy?
    • nikkilh
      nikkilh on 14 Mar 22
       
      ENVoY and how it impacts teachers
  • The most significant byproduct of deep levels of ENVoY implementation relates to teacher efficacy, which gives teachers the ability to perform at higher levels while having a positive mindset about their work as a professional.
  • creating a safe and nurturing classroom environment is critical to meeting the emotional, social and academic learning needs of students and that classroom management training is a key component to supporting both pre-service and in-service teachers
  • ...2 more annotations...
  • Classrooms are increasingly culturally and linguistically diverse and have a wide range of learning abilities in every class, and because most teachers are Caucasian and derive from middle-class backgrounds (Tileston & Darling, 2008), these educators may be unintentionally unaware of the needs that diverse learners require, which include the following: significant relationships, assistance with prioritizing and planning, problem solving, locus of control, ability to trust, and responding to criticism.
  • Understanding the differences between self-efficacy and teacher efficacy allows the educator to interact with their students in a manner that produces less power and control in the classroom when operating through the lens of teacher efficacy
Katelyn Karsnia

Community Based Asst. Tool REVISED INTRO REV.indd.pdf - 2 views

CBA ABCSoup Siri ED3780 Assessment

shared by Katelyn Karsnia on 25 Jan 22 - No Cached
  • Community-based Skills Assessment was designed to help
  • professionals assess the current skill levels and abilities of individuals with autism beginning at age 12 and continuing into adulthood in order to develop a comprehensive plan.
  • irst tool to assess needs in the area of community-based living from transportation to financial management to peer relationships and more.
  • ...5 more annotations...
  • both a criterion-based observation and interview-based process to measure knowledge, skills and behaviors
  • assessment
  • first scale
  • rates the level of independence with which the individual is able to perform the skills.
  • econd scale rates the individual on the number of environments where he or she performs the skills.
sherrillk4452

12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/-students-mainstream-classroom

ML Learners

shared by sherrillk4452 on 18 Feb 22 - No Cached
  • Challenging concepts should be
  • diagrammed or supported with pictures
  • Sometimes showing our students what to do is all they need in order to do it,”
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  • mprove comprehension
  • help all of your students grasp concepts better.
  • ELL students,
  • If you really want the kids to learn, they’ve got to be engaged.”
  • where students can practice language with their peers in a more personal, lower-risk setting
  • more small groups,
  • o the strong relationship she had with the regular classroom teachers
  • ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
  • silent period,
  • Don’t force them to talk if they don’t want to,”
  • ill speak very little, if at all
  • pair him with other students who speak his native language
  • Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
  • Allow them to write in their first language if they’re able.
  • llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
  • consider the whole list of terms you’re going to teach for a unit,
  • Sentence frames
  • I disagree with what _________ said because…
  • Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
  • as to become a regular part of class
  • Pre-teach
  • The kids feel so empowered if they’ve had a chance to look at the material ahead of time.”
  • aking the time to learn the basics of where a child comes from — exactly, not ‘somewhere in the Middle East/South America/Asia/Africa’ — tells the
  • student that you respect her enough to bother.
  • learn
  • bout students’ religious and cultural practices. If
  • If you anticipate a theme coming up in your class that’s going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it’s appropriate for in-class discussion.
  • By modeling the risk-taking that’s required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it.
  • ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
nikkilh

Emotional-and-Behavioral-Disability-Eligibility.pdf - 0 views

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • An emotional and behavioral disorder is an emotional disability characterized by the following: (i) An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers. (ii) An inability to learn which cannot be adequately explained by intellectual, sensory or health factors. (iii) A consistent or chronic inappropriate type of behavior or feelings under normal conditions. (iv) A displayed pervasive mood of unhappiness or depression. (v) A displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Definition of Emotional and behavioral disorder (EBD)
  • A child with EBD is a child who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that interferes significantly with educational performance to the degree that provision of special educational service is necessary
  • Eligibility and Placement.
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