Рабочая программа на тему: План работы с неуспевающими детьми

  Слабоуспевающими принято считать учащихся, которые имеют слабые умственные способности и слабые учебные умения и навыки, низкий уровень памяти или те, у которых отсутствуют действенные мотивы учения. Не секрет, что количество таких учащихся в школах составляет примерно 10-15 %. Чтобы данная категория учащихся не перешла в разряд неуспевающих, необходима систематизированная работа со слабоуспевающими учащимися всех служб образовательного учреждения. Основу такой работы может составлять Положение о деятельности педагогического коллектива со слабоуспевающими учащимися и их родителями.

Основная проблема – это несоответствие структуры образовательного пространства массовой школы, традиционных форм образования особенностями личности каждого ребенка затруднения в обучении, связанные с состоянием здоровья: — занятия спортом; — какими либо видами художественного творчества; — неблагоприятной обстановкой в семье. На фоне школьных неудач, постоянного неуспеха познавательная потребность очень скоро исчезает, порой безвозвратно, а учебная мотивация так и не возникает. Поэтому совершенно необходима специальная «поддерживающая» работа, помогающая детям, испытывающим трудности в обучении, успешно осваивать учебный материал, получая постоянное положение от учителя. Необходимы дополнительные упражнения, в которые заключена продуманная система помощи ребенку, заключающая в серии «подсказок», в основе которых лежит последовательность операций, необходимых для успешного обучения. Кроме того, этим детям необходимо большее количество на отработку навыка.

Цель программы

— ликвидация пробелов у учащихся в обучении по русскому языку и математике; — создание условий для успешного индивидуального развития ребенка.

Задачи программы:

— создание ситуации успеха, наиболее эффективного стимула познавательной деятельности;

— пробуждение природной любознательности;

— создание максимально благожелательных отношений учителя и окружающих школьников к слабому ученику

        — вовлечение уч-я в совместный поиск форм работы, поля деятельности.

Программа направлена на удовлетворение потребностей:

Учащихся: 

Получение знаний за курс 2 класса

Выбор форм получения знаний.

Родителей:

В создании наиболее комфортных условий обучения своего ребенка;

В стабилизации отношений в семье: в смягчении конфликтных ситуаций в школе.

Школы:

Решение социально-педагогических и психологических проблем детей.

Педагогические технологии, используемые при работе:

— индивидуализация образовательного процесса;

— обучение навыкам самообразовательной и поисковой деятельности;

— диалоговая форма обучения;

— игровые формы;

— памятки, карточки, творческие задании

— вовлечение в групповую работу

— вовлечение в проектную деятельность

Формы контроля:

— устные и письменные опросы;

— самостоятельные и проверочные работы;

— предметные тесты;

— собеседования;

Планирование различных видов дифференцируемой помощи:

1.        Указание типа задачи, правила, на которое опирается задание.

2.        Дополнение к заданию (рисунок, схема, чертеж, инструкция и т. д.)

3.        запись условия в виде значков, матриц, таблиц или словесно.

4.        указание алгоритма решения или выполнения.

5.        Указание аналогичной задачи, решенной раньше.

6.        Объяснение хода выполнения подобного задания.

7.        Предложение выполнить вспомогательное задание, наводящее на решение предложенного.

8.        Наведение на поиск решения определенной ассоциацией.

9.        Указание причинно-следственных связей, необходимых для решения задачи, выполнения задания. 

10.    Выдача ответа или результата выполнения задания.

11.    расчленение сложного задания на элементарные составные части.

12.    Постановка наводящих вопросов.

13.    Указание правил, на основании которых выполняется задание.

14.    Предупреждение о наиболее типичных ошибках, неправильных подходах при выполнении задания.

15.    Программирование дифференцирующих факторов в самих заданиях.

Рекомендации по работе со слабоуспевающими детьми

1. При опросе слабоуспевающим школьникам дается примерный план ответа,

разрешается пользоваться планом, составленным дома, больше времени готовиться

к ответу у доски, делать предварительные записи, пользоваться наглядными

пособиями и пр.

2. Ученикам задаются наводящие вопросы, помогающие последовательно излагать

материал.

3. При опросе создаются специальные ситуации успеха.

4. Периодически проверяется усвоение материала по темам уроков, на которых

ученик отсутствовал по той или иной причине.

5. В ходе опроса и при анализе его результатов обеспечивается атмосфера

благожелательности.

6. В процессе изучения нового материала внимание слабоуспевающих учеников

концентрируется на наиболее важных и сложных разделах изучаемой темы,

учитель чаше обращается к ним с вопросами, выясняющими степень понимания

учебного материала, привлекает их в качестве помощников при показе опытов,

раскрывающих суть изучаемого, стимулирует вопросы учеников при

затруднениях в усвоении нового материала.

7. В ходе самостоятельной работы на уроке слабоуспевающим школьникам даются

упражнения, направленные на устранение ошибок, допускаемых ими при ответах

или в письменных работах: отмечаются положительные моменты в их работе для

стимулирования новых усилий, отмечаются типичные затруднения в работе и

указываются способы их устранения, оказывается помощь с одновременным раз-

витием самостоятельности в учении.

8. При организации домашней работы для слабоуспевающих школьников

подбираются задания по осознанию и исправлению ошибок: проводится

подробный инструктаж о порядке выполнения домашних заданий, о возможных

затруднениях, предлагаются при необходимости карточки-консультации, даются

задания по повторению материала, который потребуется для изучения новой

темы. Объем домашних заданий рассчитывается так, чтобы не допустить

перегрузки школьников.

 

Этапы работы со слабоуспевающими детьми:

1. Наметить учащихся со слабой успеваемостью.
2. Составление плана работы  с детьми.
3. Реализация плана в течение учебного года.
4. Подведение итогов работы. Анализ проделанной работы.

Оказание помощи неуспевающему ученику на уроке

Этапы урока	Виды помощи в учении
В процессе контроля за подготовленностью учащихся	Создание атмосферы особой доброжелательности при опросе. Снижение темпа опроса, разрешение дольше готовиться у доски. Предложение учащимся примерного плана ответа. Разрешение пользоваться наглядными пособиями, помогающими излагать суть явления. Стимулирование оценкой, подбадриванием, похвалой.
При изложении нового материала	Применение мер поддержания интереса к усвоению темы Более частое обращение к слабоуспевающим с вопросами, выясняющими степень понимания ими учебного материала. Привлечение их в качестве помощников при подготовке приборов, опытов и т.д. Привлечение к высказыванию предложений при проблемном обучении, к выводам и обобщениям или объяснению сути проблемы, высказанной сильным учеником.
При организации самостоятельной работы	Выбор для групп слабоуспевающих наиболее рациональной системы упражнений, а не механическое увеличение их числа. Более подробное объяснение последовательности выполнения задания. Предупреждение о возможных затруднениях, использование карточек-консультаций, карточек с направляющим планом действий. Ссылка на аналогичное задание, выполненное ранее. Напоминание приема и способа выполнения задания. Инструктирование о рациональных путях выполнения заданий, требованиях к их оформлению.
В ходе самостоятельной работы на уроке	Разбивка заданий на дозы, этапы, выделение в сложных заданиях ряда простых. Указание на необходимость актуализировать то или иное правило. Ссылка на правила и свойства, которые необходимы для решения задач, упражнений. Стимулирование самостоятельных действий слабоуспевающих. Более тщательный контроль за их деятельностью, указание на ошибки, проверка, исправление.

Система работы по формированию положительного отношения к учению у неуспевающих школьников

Формируемые отношения	Этапы работы
	1	2	3	4
Отношение к содержанию учебного материала	Наиболее легкий занимательный материал независимо от его важности, значимости	Занимательный материал, касающийся сущности изучаемого	Существенный, важный, но непривлекательный материал
Отношение к процессу учения (усвоение знаний)	Действует учитель – ученик только воспринимает	Ведущим остается учитель, ученик участвует в отдельных звеньях процесса	Ведущим становится ученик, учитель участвует в отдельных звеньях процесса	Ученик действует самостоятельно
Отношение к себе, к своим силам	Поощрение успехов в учебе, работе, не требующей усилий	Поощрение успеха в работе, требующей некоторых усилий	Поощрение успеха в работе, требующей значительных усилий
Отношение к учителю (коллективу)	Подчеркнутая объективность, нейтралитет	Доброжелательность, внимание, личное расположение, помощь, сочувствие	Использование осуждения наряду с доброжелательностью, помощью и др.

                                       

Профилактика неуспеваемости

Этапы урока	Акценты в обучении
В процессе контроля за подготовленностью учащихся	Специально контролировать усвоение вопросов, обычно вызывающих у учащихся наибольшие затруднения. Тщательно анализировать и систематизировать ошибки, допускаемые учениками в устных ответах, письменных работах, выявить типичные для класса и концентрировать внимание на их устранении. Контролировать усвоение материала учениками, пропустившими предыдущие уроки. По окончании усвоения темы или раздела, обобщать итоги усвоения основных понятий, законов, правил, умений и навыков школьниками, выявлять причины отставания.
При изложении нового  материала	Обязательно проверять в ходе урока степень понимания учащимися основных элементов излагаемого материала. Стимулировать вопросы со стороны учащихся при затруднениях в усвоении учебного материала. Применять средства поддержания интереса к усвоению знаний. Обеспечивать разнообразие методов обучения, позволяющих всем учащимся активно усваивать материал.
В ходе самостоятельной работы учащихся на уроке	Подбирать для самостоятельной работы задания по наиболее существенным, сложным и трудным разделам учебного материала, стремясь меньшим числом упражнений, но поданных в определенной системе, достичь большего эффекта. Включать в содержание самостоятельной работы упражнения по устранению ошибок, допущенных при ответах и в письменных работах. Инструктировать о порядке выполнения работы. Стимулировать постановку вопросов к учителю при затруднениях в самостоятельной работе. Умело оказывать помощь ученикам в работе, всемерно развивать их самостоятельность. Учить умениям планировать работу, выполнять ее в должном темпе и осуществлять контроль.
При организации самостоятельной работы вне класса	Обеспечить в ходе домашней работы повторение пройденного, концентрируя внимание на наиболее существенных элементах программы, вызывающих обычно наибольшие затруднения. Систематически давать домашние задания по работе над типичными ошибками. Четко инструктировать учащихся о порядке выполнения домашних работ, проверять степень понимания этих инструкций слабоуспевающими школьниками. Согласовать объем домашних заданий с другими учителями класса, исключая перегрузку, особенно слабоуспевающих учеников.

 

Список слабоуспевающих обучающихся

№ п/п	ФИ ученика	Примечание
1		Отсутствие навыков самостоятельности в работе, низкая техника чтения. Низкая техника письма, недостаточная домашняя подготовка
3		Низкие способности . Отсутствие навыков самостоятельности в работе, низкая техника чтения. Низкая техника письма, недостаточная домашняя подготовка

 План работы со слабоуспевающими и неуспевающими учащимися

 .

 

Мероприятия	Срок
1.                  Проведение контрольного среза знаний учащихся класса по основным разделам учебного материала предыдущих лет обучения. Цель: а) Определение фактического уровня знаний детей. б) Выявление в знаниях учеников пробелов, которые требуют быстрой ликвидации.	Сентябрь
2. Установление причин отставания  слабоуспевающих учащихся через беседы со школьными специалистами: классным руководителем, психологом, врачом, логопедом, встречи с отдельными родителями и, обязательно, в ходе беседы с самим ребенком.	Сентябрь
3.  Составление индивидуального плана работы по ликвидации пробелов в знаниях отстающего ученика на текущую четверть.	Сентябрь, обновлять по мере необходимости.
4. Используя дифференцированный подход при организации самостоятельной работы на уроке, включать посильные индивидуальные задания слабоуспевающему ученику, фиксировать это в плане урока.	В течение учебного года.
5. Вести обязательный тематический учет знаний слабоуспевающих учащихся  класса.	В течение учебного года.
6. Отражать индивидуальную работу со слабым учеником в    специальных тетрадях по предмету.	В течение учебного года.
7. Встречи с отдельными родителями и  беседы с самими учащимися	В течение учебного года.

 

                                           

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Your reader will be just as enchanted as you were by this unforgettable story.90003 90002 90039 90015 Pippi Longstocking 90016 90040 — This parent favorite about the little girl with vibrant red pigtails and a flair for the outrageous is now available once again for you to share with your third grader. It’s a humorous classic that is particularly effective for instilling the love of reading in this age group. 90003 90002 90015 Dog Man: The Epic Collection 90016 — Any avid third grader needs to have this Dog Man collection on hand! This series is wildly popular with this age group, and follows the adventures of a half-dog, half-man hero as he fights crime.It also explores universally important themes, such as kindness, persistence, empathy, and staying true to yourself. 90003 90002 90015 Get Serious About Series 90016: Find a series (like one of those listed above!) That interests your child and begin to read it together. You can read to your child, your child can read to you, or he can read a chapter independently. You can even interview each other as you read — ask about main ideas, events, and thoughts you each have about the books and characters.90003 90002 90015 Look It Up 90016: When your child encounters a word she does not know the meaning of, look up the meaning together. Use a grade-appropriate tool like the Scholastic Children’s Dictionary — or you can even keep your own family dictionary, recording words and their definitions. Use the word yourself, or encourage your child to use that word in a sentence sometime during the day. 90003 90002 90015 Learn About an Author 90016: As your child develops favorite authors, look online for that author’s website.He can email or write a letter to the author (under your supervision), or the author may even be at a book signing or other events in your neighborhood that your family can attend. You can also try this Author Hunt Printable to find facts and record what you learn. 90003 90002 Third graders continue to practice writing the pieces they learned to do in 2nd grade, but now also write longer ones with more detail. What’s more, 3rd graders learn increasingly sophisticated language, using phrases and terms to provide examples and make connections within their writing.90003 90002 More time is spent on planning, revising, and editing texts in 3 90089 rd 90090 grade — and as a result, your child learns the «writing process» authors go through. Students may spend a long period of time (say, a few weeks) working on one piece. They also practice writing pieces in shorter periods of time in class and through homework. Third graders continue to use and become comfortable with technology as they employ computers for writing pieces and doing research. 90003 90002 90015 To build writing skills, your 3rd grader 90016: 90003 90018 90019 Writes a variety types of texts including: 90018 90019 90039 Opinion Pieces 90040: Students introduce their opinions, note the reasons for those opinions, and provide a conclusion.90020 90019 90039 Narrative Pieces 90040: Students write about an event, using descriptive details, feelings, and proper order — and ultimately provide a conclusion. 90020 90019 90039 Informative / Explanatory Pieces 90040: Students introduce a topic and use facts, definitions, and, if helpful, illustrations to further explain the topic, eventually leading to a conclusion. 90020 90037 90020 90019 Uses terms such as: 90039 because 90040, 90039 since, for example, also, another 90040, and 90039 but 90040 to elaborate on and make connections in her writing.90020 90019 Plans, revises, and edits her writing, going through the same process that most writers do. 90020 90019 Uses digital tools (under the guidance of the teacher) to publish her writing and interact and communicate with others. 90020 90019 Begins to take notes and do research for short research projects. 90020 90019 Spends various amounts of time writing a piece, ranging from a short period of time (such as 30 minutes) to working on one piece over the course of a few weeks. 90020 90037 90002 90015 Scholastic Success with Grammar: Grade 3 90016 — This fun, engaging workbook gives your third grader valuable reinforcement in writing topics such as sentence types, parts of speech, verb tenses, common and proper nouns, subject-verb agreement, and other skills outlined in common standardized tests.90003 90002 90015 Scholastic Success with Writing: Grade 3 90016 — Equip your third grader with the tools to become an incredible writer with this activity book! It stimulates and encourages kids with grade-appropriate strategies and skills that can be used in daily writing activities like letter writing, story writing, and journaling. 90003 90002 90015 Scholastic Learning Express: Grammar and Writing 90016 — These teacher-approved activities will help your third grader make great strides as a writer this year by teaching the spelling of words with long and short vowels, irregular plural forms of words, and commonly misspelled words-plus the rules of good writing! 90003 90002 90015 90039 A Home for Mr.Emerson 90040 90016 — Teach your child about one of history’s great writers, Ralph Waldo Emerson, with this moving biography that shows the rewards of a life built around creativity and community. Before Emerson was a writer, he was a city boy who longed for the woods of the country, and then a young man who treasured books, ideas, and people-and with this read, your child will learn about the author behind the pen. 90003 90002 90015 Wacky Word Wedgies and Flushable Fill-Ins 90016 — Make writing irresistibly fun for your third grader with this book featuring more than a dozen silly fill-in stories with George, Harold, the Amazing Captain Underpants, and other favorite characters-plus 90039 tra-la-la-riffic 90040 stickers! 90003 90002 90015 Write About Your Lives 90016: When your family experiences an enjoyable or important moment, you and your child can write about it together in a narrative piece.Describe the events that occurred using details and emotion, then send the piece to family members or friends to share the event and the writing. 90003 90002 90015 Get Technical 90016: Help your child use a computer to research a topic or communicate with friends and family. Your third grader can also use the computer to write her own pieces or pieces you write together. 90003 90002 90015 Learn How to Do Something New 90016: Pick something fun you and your child want to learn how to do, like drawing cartoons (How to Make Awesome Comics is a great 3rd grade resource for that!).Research the topic online or in a book together and create an informative piece, explaining the subject. You can then do the project yourselves or teach another family member or friend using the piece you and your child wrote. 90003 90002 90015 Make Your Own Magazine 90016: Read magazines for children, such as 90039 Scholastic News 90040, to familiarize your child with the format of magazines. Then work together to create your own magazine about your family, topics of interest, or anything you’d like! 90003 90002 Third grade is a very important year for students to flex their math muscles as they dive into multiplication and division.Specifically, students use math tools such as number rods (units of blocks that represent a certain number), base blocks, and tiles or marbles. This helps them to understand the concepts behind multiplication and division as they combine and divide different groups of objects. As a result, students do not just memorize multiplication tables, but also understand what it 90039 means 90040 to multiply. 90003 90002 Third graders also practice explaining these concepts by showing how they solved a problem, both out loud and through writing, and begin to study fractions.90003 90002 90015 To build math skills, your 3rd grader 90016: 90003 90018 90019 Multiplies and divides numbers up to 100 and understands the relationship between multiplication and division. 90020 90019 Understands that 3×5 = 15 and 5×3 = 15 (this is the commutative property of multiplication). 90020 90019 Begins to memorize the product of one-digit numbers so that he knows them all by the end of 3rd grade. 90020 90019 Solves word problems that require two steps and more than one mathematical action.For example: If Scott has 9 cupcakes and 12 candies, how many cupcakes and pieces of candy can he give to 3 people so that each person has the same number? 90020 90019 Rounds numbers to the nearest tens or hundreds. 90020 90019 Adds numbers up to 1,000. 90020 90019 Understands and creates fractions and uses number lines to represent and compare different fractions. 90020 90019 Solves problems involving time and measurement. 90020 90019 Creates and uses graphs to represent data and answer questions.90020 90019 Learns about shapes (and specifically quadrilaterals) and their features. 90020 90019 Learns about and calculates the area of ​​an object using multiplication and addition (specifically by multiplying the lengths of the sides of an object). 90020 90037 90002 90015 90039 Scholastic Success with Multiplication Facts: Grades 3-4 90040 90016 — In this helpful workbook, third graders will practice the multiplication concepts they’re learning in school. They will work on basic multiplication, improve speed and accuracy, notice multiplication patterns, and solve problems — and probably ace their next math quiz.90003 90002 90039 90015 Scholastic Success with Math: Grade 3 90016 90040 — Reinforce your third grader’s math know-how with the story problems, equations, measurements, fractions, geometry, graphs, and much more in this invaluable workbook, which is designed to teach skills needed for common standardized tests. 90003 90002 90015 90039 Morning Jumpstarts: Math: Grade 3 90040 90016 — Give your child a head start at the beginning of the day with this book of two-page activities that help third graders build math skills such as understanding place value, using critical thinking, and interpreting data.90003 90002 90015 Create a Multiplication Collage 90016: Have your child look through magazines and newspapers to find around 20 pictures of one type of subject (for example, animals with four legs or red cars). Then help your child practice his math skills by asking him to group the objects to solve a multiplication problem. He can use the collage to explain how he solved the problem. 90003 90002 90015 Take a Poll 90016: Ask family members a question and create a graph of the answers using numbers and pictures.Ask your child questions about the different «data» you collected and create a graph based on it. Your child can then report the findings to your family like a news reporter. 90003 90002 90015 Cook with Fractions 90016: Make foods such as parfaits, sandwiches, or pizzas using fractions. For example, ask your child to help you make a pizza, and ask that ¼ of it be covered in a specific topping. Or when you’re serving food such as pizza or a pie, your child can help you slice it into parts and serve it (you can also do this with play food, like that in the Klutz Mini Bake Shop).90003 90002 90015 Time It 90016: Toward the middle and end of the school year, when your child has become more familiar with multiplication, time how long it takes him to do multiplication tables by heart one number at a time. For example, work on 2, then 3, then 4. Track his progress, encouraging him to break previous records. 90003 90002 In 3rd grade, students learn about the physical and living world as they make observations, experiment, research, record, and present what they learn.Children may work in small groups or as a class to conduct experiments. 90003 90002 As in other grades, the specific topics studied in science vary according to state. However, common topics studied in 3rd grade include earth and space, plants, the cycle of life, animals, electricity and magnetism, and motion and sound. Consult your child’s teacher or research your state’s science standards for more details. 90003 90002 90015 To build science skills, your 3rd grader 90016: 90003 90018 90019 Observes living and non-living things and makes inferences about the observations.90020 90019 Researches information on a variety of topics using both text and digital resources. 90020 90019 Collects and uses data to support experiments and what she learns. 90020 90019 Records her observations both through writing and talking, and uses those observations to explain and make conclusions. 90020 90019 Understands what living things need (air, water, and food) and what they do (grow, move, and reproduce). 90020 90019 Studies and observes life cycles. 90020 90019 Experiments with different types of materials and different matter such as solids, liquids, and gas.90020 90019 Works in groups and as a class to conduct experiments and create projects. 90020 90037 90002 90015 The Science of the Body Bundle 90016 — Teach your child about the fascinating, seemingly gross characteristics of the human body in this pack of four books about acne and warts, poop and farts, scabs and pus, and snot and phlegm — and the surprisingly important role each plays! 90003 90002 90015 Who Would Win? Value Set (Pack of 8) 90016 — This set is a must-have for getting kids excited about animal science.Your third grader will learn all about the characteristics of super cool animals (like hammerhead sharks, tarantulas, killer whales, and grizzly bears!) As they discover who would win in a battle. It’s an active way to engage kids in science, and with this pack of eight books, it’s a total steal. 90003 90002 90015 Research Your World 90016: Choose something your child likes — for example, animals, plants, cooking, weather, or the body. Your child can come up with a list of questions she has about a topic, and then you both can work together to find the answers, experiment, and observe that topic.(My Encyclopedia of Baby Animals is a super-cute reference guide for animal topics!) 90003 90002 90015 Plant Something 90016: Grow a flower or another plant and ask your child to observe what she sees, recording the growth and life cycles. Once the plant has grown, help your child identify the different parts of it and talk and learn about what those parts do. 90003 90002 90015 Experiment with Motion: 90016 Pick out any variety of objects (such as a ball, balloon, paper airplane, or toy car) and ask your child to move them in various ways.She can slide them down a ramp, a hill, or stairs; push or throw them with different levels of force; or blow air on them. As your child does this, talk about the different speeds of the objects, what makes them go faster and slower, and why this might be. 90003 90002 90015 Picture Science 90016: Team up with your child to take close-up pictures of objects, such as animal body parts, fur, plants, trees, or different materials (like wood, rubber, and metal). Use your observation skills to take turns guessing what is in each other’s pictures.90003 90002 90015 Quiz Show 90016: Find either actual objects or pictures of objects that are both «alive» and «not alive.» Show your child one object at a time and ask her to answer «alive» or «not alive.» Make this feel like a quiz show, asking your child to answer as quickly as possible. You can even time how long it takes. After a round of play, look at the different objects and talk about the similarities and differences between the living and non-living objects. 90003 90002 Third grade social studies often emphasize and teach students about different communities, including details about citizenship, leaders and governments, and economic systems in different communities.As students compare these aspects of different communities, they learn more about the world around them while improving their analyzing, writing, and reading skills. 90003 90002 Third graders have the ability to understand the communities beyond their own, as well as question and examine the facts they learn, making social studies an ideal outlet for them to develop their critical thinking skills. Consult your child’s teacher to find out which specific communities and which aspects of those communities will be covered.90003 90002 90015 To build social studies skills, your 3rd grader 90016: 90003 90018 90019 Learns about global and historical communities. 90020 90019 Learns about the connection between a culture and its environment. 90020 90019 Studies and uses maps to gain a deeper understanding of geography and how it affects a community. 90020 90019 Learns about basic financial needs, such as how different communities support and sustain themselves. 90020 90019 Learns about how different communities govern themselves and their leaders.90020 90019 Compares both the similarities and differences between different cultures with an emphasis on accepting and understanding why these differences exist. 90020 90019 Uses graphic organizers and charts to make comparisons between cultures and communities. 90020 90019 Uses different media such as literature, art, writing, film, and museum visits to deepen her understanding of concepts and portray what he has learned. 90020 90019 Discusses American holidays and important days and events as they approach.90020 90037 90002 90015 90039 A True Book: North America 90040 90016 — Our continent is one of contrasts — there are icy Arctic terrains and deserts hot enough to cook an egg in the sand. There are wild animals ranging from the tiny bee hummingbird to the leatherback turtle. Your child will learn about it all in this fun-filled read detailing the history and geography of North America. 90003 90002 90039 90015 Esperanza Rising 90016 — 90040 Esperanza thought she’d always live on a luxurious ranch in Mexico, until an unexpected event forces her and her family to flee to a camp for workers in California during the Great Depression.Not only will third graders learn important facts about the Great Depression in this work of historical fiction, but they’ll gain an entirely new perspective of what it means to rise above difficult circumstances and persevere for the sake of those you love. 90003 90002 90015 Keep Up with Current Events 90016: Read local newspapers, magazines, and websites with your child. Look at the pictures and talk about important events or news. Even if your child does not read the articles, you can summarize the subjects for him.90003 90002 90015 Learn about Your Local Government 90016: Visit your town hall and talk about your local leaders — your child could even write a letter or email to one! Sometimes, it’s also possible for children to meet with them. 90003 90002 90015 Form a Family Government 90016: Assign different roles to family members, vote on family decisions or rules, or hold meetings to discuss decisions and issues that come up at home. 90003 90002 90015 Pick a Place 90016: Have your child pick a place on the map he would like to learn about.Use the internet and / or books to learn more about that particular place and its community. Alternatively, ask someone you know who lives in a different town to send you pictures of and facts about that place. Then work together with your child to create a collage or magazine about the community using text and art. 90003 90002 90015 Find a Pen Pal 90016: If you know of another child who lives somewhere else, coordinate with a parent to set your children up as pen pals, using technology (under your supervision) when possible.Your child can use email, letters, and phone or video calling to communicate. Have the kids send pictures of their communities to each other. 90003 90002 90015 Find the Historical Figures You Know 90016: You and your child can interview older family members or friends about an important or historical moment they experienced. This can be filmed or recorded, or you can even put together a poster or book of what you learned together. 90003 90002 90015 Map It Out 90016: When visiting a new place, look at a map and show your child your planned route and important locations on it.When you are given a map somewhere (such as in an amusement park, department store, zoo, or museum), help your child read the map and let him lead the way. 90003 .90000 School-age children development Information | Mount Sinai 90001 90002 PHYSICAL DEVELOPMENT 90003 90002 School-age children most often have smooth and strong motor skills. However, their coordination (especially eye-hand), endurance, balance, and physical abilities vary. 90003 90002 Fine motor skills may also vary widely. These skills can affect a child’s ability to write neatly, dress appropriately, and perform certain chores, such as making beds or doing dishes.90003 90002 There will be big differences in height, weight, and build among children of this age range. It is important to remember that genetic background, as well as nutrition and exercise, may affect a child’s growth. 90003 90002 A sense of body image begins developing around age 6. Sedentary habits in school-age children are linked to a risk for obesity and heart disease in adults. Children in this age group should get 1 hour of physical activity per day. 90003 90002 There can also be a big difference in the age at which children begin to develop secondary sexual characteristics.For girls, secondary sex characteristics include: 90003 90014 90015 Breast development 90016 90015 Underarm and pubic hair growth 90016 90019 90002 For boys, they include: 90003 90014 90015 Growth of underarm, chest, and pubic hair 90016 90015 Growth of testicles and penis 90016 90019 90002 SCHOOL 90003 90002 By age 5, most children are ready to start learning in a school setting. The first few years focus on learning the fundamentals. 90003 90002 In third grade, the focus becomes more complex.Reading becomes more about the content than identifying letters and words. 90003 90002 An ability to pay attention is important for success both at school and at home. A 6-year-old should be able to focus on a task for at least 15 minutes. By age 9, a child should be able to focus attention for about an hour. 90003 90002 It is important for the child to learn how to deal with failure or frustration without losing self-esteem. There are many causes of school failure, including: 90003 90014 90015 Learning disabilities, such a reading disability 90016 90015 Stressors, such as bullying 90016 90015 Mental health issues, such as anxiety or depression 90016 90019 90002 If you suspect any of these in your child , talk to your child’s teacher or health care provider.90003 90002 LANGUAGE DEVELOPMENT 90003 90002 Early school-age children should be able to use simple, but complete, sentences that contain an average of 5 to 7 words. As the child goes through the elementary school years, grammar and pronunciation become normal. Children use more complex sentences as they grow. 90003 90002 Language delays may be due to hearing or intelligence problems. In addition, children who are unable to express themselves well may be more likely to have aggressive behavior or temper tantrums.90003 90002 A 6-year-old child normally can follow a series of 3 commands in a row. By age 10, most children can follow 5 commands in a row. Children who have a problem in this area may try to cover it up with backtalk or clowning around. They will rarely ask for help because they are afraid of being teased. 90003 90002 BEHAVIOR 90003 90002 Frequent physical complaints (such as sore throats, tummy aches, or arm or leg pain) may simply be due to a child’s increased body awareness. Although there is often no physical evidence for such complaints, the complaints should be investigated to rule out possible health conditions.This will also assure the child that the parent is concerned about their well-being. 90003 90002 Peer acceptance becomes more important during the school-age years. Children may take part in certain behaviors to be part of «the group.» Talking about these behaviors with your child will allow the child to feel accepted in the group, without crossing the boundaries of the family’s behavior standards. 90003 90002 Friendships at this age tend to be mainly with members of the same sex. In fact, younger school-age children often talk about members of the opposite sex as being «strange» or «awful.»Children become less negative about the opposite sex as they get closer to adolescence. 90003 90002 Lying, cheating, and stealing are all examples of behaviors that school-age children may» try on «as they learn how to negotiate the expectations and rules placed on them by family, friends, school, and society. Parents should deal with these behaviors in private with their child (so that the child’s friends do not tease them). Parents should show forgiveness, and punish in a way that is related to the behavior.90003 90002 It is important for the child to learn how to deal with failure or frustration without losing self-esteem. 90003 90002 SAFETY 90003 90002 Safety is important for school-age children. 90003 90014 90015 School-age children are highly active. They need physical activity and peer approval, and want to try more daring and adventurous behaviors. 90016 90015 Children should be taught to play sports in appropriate, safe, supervised areas, with proper equipment and rules. Bicycles, skateboards, in-line skates, and other types of recreational sports equipment should fit the child.They should be used only while following traffic and pedestrian rules, and while using safety equipment such as knee, elbow, and wrist pads or braces, and helmets. Sports equipment should not be used at night or in extreme weather conditions. 90016 90015 Swimming and water safety lessons may help prevent drowning. 90016 90015 Safety instruction regarding matches, lighters, barbecues, stoves, and open fires can prevent major burns. 90016 90015 Wearing seat belts is the most important way to prevent major injury or death from a motor vehicle accident.90016 90019 90002 PARENTING TIPS 90003 90014 90015 If your child’s physical development appears to be outside the norm, talk to your provider. 90016 90015 If language skills appear to be lagging, request a speech and language evaluation. 90016 90015 Keep close communication with teachers, other school employees, and parents of your child’s friends so you are aware of possible problems. 90016 90015 Encourage children to express themselves openly and talk about concerns without fear of punishment.90016 90015 While encouraging children to participate in a variety of social and physical experiences, be careful not to over-schedule free time. Free play or simple, quiet time is important so the child does not always feel pushed to perform. 90016 90015 Children today are exposed, through the media and their peers, to many issues dealing with violence, sexuality, and substance abuse. Discuss these issues openly with your children to share concerns or correct misconceptions. You may need to set limits to ensure children will be exposed to certain issues only when they are ready.90016 90015 Encourage children to participate in constructive activities such as sports, clubs, arts, music, and scouts. Being inactive at this age increases the risk of lifetime obesity. However, it is important not to over-schedule your child. Try to find a balance between family time, school work, free play, and structured activities. 90016 90015 School-age children should participate in family chores, such as setting the table and cleaning up. 90016 90015 Limit screen time (television and other media) to 2 hours a day.90016 90019 .90000 Teaching in Primary Schools — PDF Free Download 90001 90002 Teacher Training Options 90003 90004 90005 1 Teacher Training Options There are a number of different training options available in the UK to become a fully qualified teacher.Everyone who wants to teach in a school maintained by the state (there 90006 More information 90007 90002 Humanities Teacher Job Description 90003 90004 90011 Humanities Teacher Job Description This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained 90006 More information 90007 90002 Da Vinci Community School 90003 90004 90017 School report Da Vinci Community School St Andrew’s View, Breadsall, Derby, DE21 4ET Inspection dates 5 6 November 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection: 90006 More information 90007 90002 Handsworth Christian School 90003 90004 90023 Handsworth Christian School DfE registration number 373/6026 Unique Reference Number (URN) 107167 Inspection number 397597 Inspection dates 16 17 May 2012 Reporting inspector Amraz Ali HMI The Office for 90006 More information 90007 90002 EDUCATION SYSTEM IN THE UK 90003 90004 90029 EDUCATION SYSTEM IN THE UK Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE).Education is compulsory for all children 90006 More information 90007 90002 Management Information 90003 90004 90035 Management Information Initial Teacher Training Performance Profiles: academic year 2012 to 2013 Date 23 October 2014 Coverage England Theme Initial Teacher Training Issued by Department for Education, 90006 More information 90007 90002 Ireland Wood Primary School 90003 90004 90041 School report Ireland Wood Primary School Raynel Gardens, Leeds, West Yorkshire, LS16 6BW Inspection dates 4 5 July 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement 90006 More information 90007 90002 Hillstone Primary School 90003 90004 90047 School report Hillstone Primary School Hillstone Road, Shard End, Birmingham, B34 7PY Inspection dates 5 6 February 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement 90006 More information 90007 90002 St Bede’s Catholic High School 90003 90004 90053 St Bede’s Catholic High School Inspection report Unique Reference Number 119788 Local Authority Lancashire Inspection number 358628 Inspection dates 30 31 March 2011 Reporting inspector Ruth James HMI 90006 More information 90007 90002 PRIMARY SCHOOL PE SPECIALIST 90003 90004 90059 PRIMARY SCHOOL PE SPECIALIST Ashfield District — Nottinghamshire Recruitment Pack CONTENTS 1.Background 2. Job Description & Key Responsibilities 3. Person Specification 4. Professional Development 5. 90006 More information 90007 90002 CHADWELL HEATH ACADEMY 90003 90004 90065 CHADWELL HEATH ACADEMY APPOINTMENT OF TEACHER WITHIN THE DEPARTMENT OF PHYSICAL EDUCATION DETAILS FOR APPLICANTS Chadwell Heath Academy a company limited by guarantee, registered in England with number 90006 More information 90007 90002 King s College London 90003 90004 90071 King s College London Initial Teacher Education inspection report Provider address Professional School of Social Science and Public Policy Department of Educational and Professional Studies Franklin Wilkins 90006 More information 90007 90002 MICKLEM PRIMARY SCHOOL MUSIC 90003 90004 90077 MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem 90006 More information 90007 90002 ARK Oval Primary Academy 90003 90004 90083 ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement 90006 More information 90007 90002 John Donne CofE Lower School 90003 90004 90089 John Donne CofE Lower School Inspection report Unique reference number 109615 Local authority Central Bedfordshire Inspection number 377952 Inspection dates 8 9 March 2012 Lead inspector Susan Thomas-Pounce 90006 More information 90007 90002 2014 www.into-exchange.com 90003 90004 90095 Prospectus 2013-2014 CHRISTLETON HIGH SCHOOL Christleton High School Christleton is a school where everybody learns. Students are expected to arrive each day well organised practice and seek feedback 90006 More information 90007 90002 Becoming a teacher 2015/2016 90003 90004 90101 Becoming a teacher 2015/2016 Becoming a teacher This booklet has been produced by the Careers Advisory Service and the Online Student Support Services of The Open University.The University wishes to emphasise 90006 More information 90007 90002 Bachelor of Education Degree 90003 90004 90107 Bachelor of Education Degree Contents The B.Ed. Programme 2 Numbers admitted 2 The Church of Ireland College of Education 4 Student facilities 3 Accommodation 3 Library 3 Societies and Sport 3 Entry requirements 90006 More information 90007 90002 Teaching Assistant Application Pack 90003 90004 90113 Teaching Assistant Application Pack June 2014 CONTENTS 1.Letter to Applicants 2. Advert 3. How to Apply 4. Job Description 5. Person specification 6. Information About the School May 2014 Dear Applicant 90006 More information 90007 90002 The King’s Church of England School 90003 90004 90119 School report The King’s Church of England School Regis Road, Tettenhall, Wolverhampton, WV6 8XG Inspection dates 4 5 June 2013 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: 90006 More information 90007 90002 ST.VINCENT & THE GRENADINES 90003 90004 90125 ST. VINCENT & THE GRENADINES Caribbean Symposium on Inclusive Education Kingston, Jamaica, 5 7 December 2007 UNESCO International Bureau of Education St. Vincent and Grenadines Country Report Ms. Laura 90006 More information 90007 90002 Abbey College Cambridge 90003 90004 90131 S c h o o l r e p o r t Abbey College Cambridge 17 Station Road, Cambridge, CB1 2JB Inspection dates 28 30 January 2014 Overall effectiveness 1 Pupils achievement 1 Pupils behaviour and personal development 90006 More information 90007 90002 Into Film CPD Programme 90003 90004 90137 Into Film CPD Programme CPD V5-15.12.04-01 Literacy CPD Film is an incredibly powerful tool to engage young people and capture their imaginations. Our literacy training places film at the heart of education 90006 More information 90007 90002 Clewer Green CofE First School 90003 90004 90143 School report Clewer Green CofE First School Hatch Lane, Windsor, SL4 3RL Inspection dates 16 17 July 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership and management 90006 More information 90007 90002 Brewood Secondary School 90003 90004 90149 Brewood Secondary School DfE registration number 886/6070 Unique Reference Number (URN) 119021 Inspection number 397619 Inspection dates 11 12 December 2012 Reporting inspector Martyn Groucutt The Office 90006 More information 90007 90002 COLLIS PRIMARY SCHOOL MUSIC POLICY 90003 90004 90155 COLLIS PRIMARY SCHOOL MUSIC POLICY Collis Primary School Fairfax Road, Teddington TW11 9BS Last Updated: February 2015 Music is a universal language that embodies one of the highest forms of creativity.90006 More information 90007 90002 University of Worcester 90003 90004 90161 University of Worcester Initial Teacher Education inspection report Provider address University of Worcester Institute of Education Henwick Grove Worcester WR2 6AJ Inspection dates Lead inspector 26 30 90006 More information 90007 .90000 School Age Children Development & Parenting Tips (6-12) 90001 90002 90003 Your Child’s Growing Mind: Brain Development and Learning From Birth to Adolescence 90004 By Jane Healy This recently updated classic provides a window into the fascinating process of brain development and learning. It looks at the roots of emotion, intelligence, and creativity, translating the most current scientific research into practical suggestions for parents and teachers. 90005 90002 90005 90002 90003 NurtureShock: New Thinking About Children 90004 By Po Bronson, Ashley Merryman A best selling book based on sound child development research this book is «one of the most influential books about children ever published, Nurture Shock offers a revolutionary new perspective on children that upends a library’s worth of conventional wisdom.With impeccable storytelling and razor-sharp analysis, the authors demonstrate that many of modern society’s strategies for nurturing children are in fact backfiring-because key twists in the science have been overlooked. Nothing like a parenting manual, NurtureShock gets to the core of how we grow, learn and live «(publisher review). 90005 90002 90005 90002 90003 Child Behavior: The Classic Child Care Manual from the Gesell Institute of Human Development 90004 By Frances L. Ilg, Louise Bates Ames, Sidney M.Baker «Since it was first published, Child Behavior has become classic reading for parents and professionals around the world. This authoritative guide offers the basics of child development, addressing exactly how children’s bodies can affect their behavior. The authors not only discuss what to do to treat specific behavior problems but actually advise parents on how, in many instances, they can prevent many common and more serious problems «(publishers review). 90005 90002 90005 90002 90003 How to Talk So Kids Will Listen & Listen So Kids Will Talk 90004 By Adele Faber, Elaine Mazlish This is one of my favorite books to recommend to parents.Communication is so important in establishing and growing cooperative and loving relationships. The advice will help you develop a strong bond with your child as well as mutual respect. This is definitely parenting 101. 90005 90002 90005 90002 90003 The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind 90004 By Daniel J. Siegel, Tina Payne Bryson This book is based on the latest brain research and provides easy to use strategies that foster healthy brain development, leading to calmer, happier children.The authors explain-and make accessible-the new science of how a child’s brain is wired and how it matures. 90005 90002 90005 90002 90003 Raising An Emotionally Intelligent Child The Heart of Parenting 90004 By Ph.D. John Gottman, Joan Declaire There are many skills a child needs to develop. The ability to regulate emotions can be learned. This approach helps the child learn to understand and accept their feelings as well as express them appropriately. This changes the game of parenting from how to control your child to teaching them self-control.90005 90002 90005 90002 90003 The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children 90004 By Ross W. Greene PhD This book is great for parents who find they are raising a challenging child. It helps you discover the lagging developmental skills behind your child’s inability to cope and interact appropriately in different situations. You will learn how to help them gain these skills while resolving conflict and solving mutual problems.I recommend this book frequently to parents in my practice. 90005 90002 90005 90002 90003 1-2-3 Magic: Effective Discipline for Children 2-12 90004 By Thomas W. Phelan A well written book that provides the basics of creating a positive parent-child relationship with the tools to motivate children to master the basic communication, problem solving and behavioral skills necessary for success at home, school and in the community. You’ll find tools to use in virtually every situation, including advice for common problems such as: • Whining • Sibling rivalry • Reluctance to do chores • Refusing to go to bed or getting up in the middle of the night • Talking back • Stubbornness 90005 90002 90005 90002 90003 SOS: Help for Parents, Third Edition 90004 By Lynn Clark A great set of tools for helping parents work with young children (3 — 7) to master the art of self-control, cooperation and motivation to engage in age -appropriate activities.I have been using this book with parents since the first edition was published. You learn the best methods for improving your child’s behavior and for reducing stress in your life. You learn essential child-rearing rules, how to avoid four common child-rearing errors, primary methods for increasing good behavior, major methods for stopping bad behavior, active ignoring, Grandmas Rule, how to avoid nine common time-out mistakes, time- out for toys that misbehave, how to handle children who rebel against time-out, using points and contracts, logical consequences, natural consequences, behavior penalty, and helping your child express feelings.90005 90002 90005 90002 90003 The Parent’s Handbook: Systematic Training for Effective Parenting 90004 By Don Dinkmeyer Sr., Gary D. McKay, Don Dinkmeyer Jr. One of the country’s most popular parenting guides. Helps parents meet the challenges of raising a family today. The Parent’s Handbook shows parents how they can become more knowledgeable, confident and successful in relating to their children. Discusses misbehavior, communication, encouragement, natural and logical consequences, family meetings, drug and alcohol abuse prevention.90005.