Sensitive to student needs. Builds self-esteem and comforts to students in need. Effective in handling difficult children [ADD, ADHD, autistic…] – Firm but loving. Outstanding interpersonal communication – parent and student oriented. Communicative and cooperative engendering optimal student-parent-teacher-administrator interaction. Versatility in teaching methods. Efficiency with MS Word, Excel, Outlook, files archiving and electronic reports. Big Buddy Program, Mentoring Intern August
Words: 396 - Pages: 2
Review of Research School Leadership Study Developing Successful Principals Stephen Davis Linda Darling-Hammond Michelle LaPointe Debra Meyerson Stanford Educational Leadership Institute Commissioned by The Wallace Foundation SELI Stanford University School of Education 520 Galvez Mall Stanford, CA 94305-3084 Phone: 650.724.7384 Fax: 650.723.9931 Email: principalstudy@stanford.edu http://seli.stanford.edu This report was commissioned by The Wallace Foundation and produced
Words: 9438 - Pages: 38
Carl Robins exhibited poor planning, execution and follow through of his duties, which would appear he is either not qualified or trained to do his, job effectively. This situation may have been alleviated by instituting a thorough supervision and mentoring program by ABC, Inc. to coach and counsel their employees. Background Carl Robins, a new recruiter for ABC, Inc. with only six months experience, successfully hired 15 new employees. Carl scheduled a new hire orientation to take place June 15 with
Words: 1057 - Pages: 5
an environment that is conducive to learning and growth. Another facet is patience when mentoring members of my team, therefore creating and inspiring creative thinking and innovative problem solving that helped to bring the best out in all team members. Furthermore, having a firm but fair hand, allows members to have the utmost trust in my ability to lead which is critical in a team environment. As a student at
Words: 454 - Pages: 2
leader through my involvement with the Student Nurses Association, Red Cross Volunteering, Community Service, the mentor program, and Student Affairs Committee; but I have learned that in order to be a good leader it is important to learn how to follow as well. I am currently Co-President of the Student Nurses Association for Ventura College. I organize monthly speakers for the association with the help of my co-president. I actively recruit new nursing students to become involved in the association
Words: 528 - Pages: 3
2012 Ted Haas Learning Team Reflection Simulations administer a productive learning environment for students. The use of simulations in education is becoming an effective tool for students and offers several benefits. A major benefit of simulations is that it enhances the problem solving skills of a student. This week Team D went through two simulations that allowed us to make ethical decisions based on the four lenses, where each had a different perspective
Words: 520 - Pages: 3
successful behavior modification in their classrooms. Research Questions * What behaviors are exhibited when children are given positive, consistent reinforcement versus no positive reinforcement at all? * To what extent does gender play in both students and teachers about the delivery style and how much reinforcement is needed? * To what extent does the classroom environment play in how behaviors are exhibited? * How do cultural backgrounds, home environments, and mental health influence
Words: 414 - Pages: 2
to be the type of mentor that teaches them about different backgrounds while still focusing on their own backgrounds. I want to be the kind of teacher that supports their students and a teacher that all of the students look up to for guidance and support. I want to be the type of teacher who expects great things from their students and not the type of teacher who assumes the worst in them. I want to be someone’s teacher and mentor. Mentors and teachers can make or break a child. Good mentors can
Words: 1403 - Pages: 6
Student Mentor Reflection 3 DESCRIPTION The student and I sat down approximately half way through the placement to discuss their progress so far, and to identify if learning outcomes were being met and if there were any additional outcomes to add to the learning plan. We took time to discuss the outcomes and the student presented and/or discussed evidence of achievement. The RCN in 2007 identified the need for an intermediate assessment to recognise progress made. FEELINGS Having worked alongside
Words: 579 - Pages: 3
First year students are not always prepared for college. During high school, students are taught basic classes that will help when they move on to college, these classes could be called degree building classes. The degree building classes are meant to teach responsibility, time management, and discipline. The things that are taught to students help the students to build up to a college degree with less difficulty. When student do not care about these classes, they will not be college ready because
Words: 569 - Pages: 3
