This document outlines the guiding principles and core competencies that Stanbridge College instructors are expected to embrace. The 8 guiding principles include creating an employer environment in the classroom, using examples from professional experience, maintaining a focus on certification, and displaying empathy for students. The 4 core competencies that instructors are evaluated on are being a professional teacher who prepares and follows the curriculum, a facilitator who engages students, a motivator who encourages students, and a representative of Stanbridge College.
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
Reconozco y valoro lo que tengo ,es una actividad bajo el modelo Conexiones que pretende incentivar el sentido de pertenencia de los estudiantes de las Sedes C; D y E del Centro Educativo Los Molinos
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Keep your own passion alive in the face of mediocrity. These slides are full of examples of how to help your students realize they can succeed in learning language by recognizing strategies for success in learning. Your own passion will be rekindled by empowering your students.
Keep your own passion alive in the face of mediocrity. These slides are full of examples of how to help your students realize they can succeed in learning language by recognizing strategies for success in learning. Your own passion will be rekindled by empowering your students.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. • By the end of this session you should:
◦ Understand 8 Guiding Principles that
Stanbridge College instructors embrace
◦ Understand 4 Core Competencies that
distinguish Stanbridge College instructors
4. Create an “Employer Environment”
In your classroom, you are the “professional” and they
are the “employee”
Professionalism is a learned behavior
Stanbridge College’s curriculum models the
skills needed to be successful – not the
abstract
Including samples from your professional experience is
expected and a definite “best practice
Make sure to avoid biased or opinionated statements
If it is not part of the career, it doesn’t
belong in the classroom
4
5. It’s easy to lose sight of graduation – help your students
maintain focus
“I know … I use this technique when working
with a patient, and so will you when you
become an OTA”
It is all about the “Certification or Licensure”
“This is a subject that you will see on the NCLEX…”
“The CCNC question about this may sound like …”
Teach in the future tense
“When you see …, then this is how you will
need to respond ….”
5
6. You are the working professional – speak
with guidance and direction
“This strategy will work” rather than “You might
want to try …”
“If you encounter (a problem), then react by
(response)” rather than “… might happen and if
so, you can try …”
If a question comes up that at the time it is
asked, respond immediately.
Provide an answer based on fact, or
Respond by saying, “I need to look into this and
get back to you (later today or at our next class)”
6
7. The moment we get to know our students and their
situations their attendance, interest and success improves
dramatically.
What are their backgrounds?
What are their challenges?
What are their dreams?
Who are they really here for?
By displaying empathy for their situation, we validate their
worth
“Some people think only intellect counts: knowing how to solve
problems, knowing how to get by, knowing how to identify an
advantage and seize it. But the functions of intellect are insufficient
without courage, love, friendship, compassion and empathy.”
8. The Stanbridge curriculum has been developed to
prepare the students to accomplish two primary goals:
Gain the knowledge that enables the student to successfully
pass the appropriate licensure examination
Gain the skills and confidence that enables the student to
succeed as a professional
Instructors are expected to adhere to the curriculum
by:
Following the published syllabi
Following the expected schedule and times
Refraining from any comments that are less than supportive or
contradictive of the program
“I know it says to insert the catheter that way, but I really think you
should do it this way.”
9. An instructor’s voice is their most important
“Instructional Aide” – with this in mind
Vary your volume and tone for emphasis
Speak to the entire room
Be the “Human Highlighter”
“Be sure and mark this slide…”
“This concept will probably be on your next test”
“There will be 2-3 questions on this area on the NCLEX”
“Work the room” – be a “mobile instructor”
Walking the aisle assures students focus
Walking the aisle elevates chances of “social networking
opportunities”
10. None of us like to hear a student say “I’m paying $50000
for this education and …”, but come to think of it, they are
and our commitment to them includes –
Treating them with respect –
This includes the way we teach them (an adult shouldn’t be asked to
read aloud from a text or be given ‘busy work’ to fill the clock)
Challenging them in the classroom
We’re training them to be professionals where individuals earn
they rewards.
Accepting that students do have lives away from
Stanbridge and possible an occasional crisis and we help
them through these times.
10
11. Education is a collaborative
experience
Stanbridge instructors let the
class do the thinking and talking
We ask “open ended questions”
We put numerous “topics on the
table”
We “fuel the fire” of discussion by
inserting effective anecdotes from our
professional experience.
11
14. 14
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum
“The Facilitator”
Engages active learning
Varies their instructional methods
Drives the lesson through questions
Uses hands-on activities
15. 15
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum
“The Facilitator”
Engages active learning
Varies their instructional methods
Drives the lesson through questions
Uses hands-on activities
“The Motivator”
Is a mentor to their students
Offers ongoing encouragement
Promotes student growth
Maintains career focus
16. 16
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum
“The Facilitator”
Engages active learning
Varies their instructional methods
Drives the lesson through questions
Uses hands-on activities
“The Motivator”
Is a mentor to their students
Offers ongoing encouragement
Promotes student growth
Maintains career focus
“The Representative”
Personifies Stanbridge with integrity
Maintains institutional compliance
Uses “we “ statements when referring to
the Administration or the College