The document announces a presentation by the 21st Century After School Program about fear. It will include team-building activities, STEM integration, and family engagement success strategies. Attendees will learn about the fear factor and get a free snack if they dare to attend. Door prizes will also be provided.
This document discusses fear and how to overcome it. It begins by defining fear as a natural response to perceived threats that causes entities to quickly move away from the threat. It then discusses common types of fear such as death, the unknown, failure, and loneliness. It also lists symptoms of fear such as increased heart rate and breathing. The document provides tips for overcoming fear such as facing the fear if possible, relaxation techniques, exercise, and using faith or spirituality. It concludes by stating courage requires facing down one's fears and owning one's feelings is the first step to gaining control over the situation.
Fear of failure can hold people back from taking risks and pursuing opportunities. However, it is normal and common to feel afraid of failing. Overcoming this fear requires developing resilience and a growth mindset, focusing on learning from mistakes and setbacks rather than judging oneself.
Fear is our ultimate enemy. A very patronising, largely unfunny, basically unwelcomed guest with an enormous capacity to cripple who we are emotionally, financially, physically and reveal how shallow we are spiritually by freezing our faith.
Fear could also be defined as an emotion experienced in anticipation of some specific pain or danger (usually accompanied by a desire to flee or fight)
Fear of failure is one of people's greatest fears and is closely related to fear of criticism and rejection. Successful people overcome this fear by viewing mistakes as feedback rather than failure, persisting despite setbacks, and learning from their experiences rather than taking failures personally. The document provides seven steps to overcome fear of failure, which include taking bold action, persisting through challenges, learning from mistakes without judgment, trying new approaches, being less hard on oneself, and seeing failures as opportunities for growth.
Here are 11 practical ways to help you overcome your fears
Ppt on How To Overcome Fear: This presentation takes you through 11 slides, each targeting various aspects of fear and the ways to target fear and overcome these fears in life
This document provides a 10-step process for getting beyond fear. The steps include: 1) awareness of fear and fearful situations, 2) understanding the types of fear and if they are stopping you, 3) examining the basis of fear, 4) what sustains fear presently, 5) getting the proper perspective of fear, 6) taking action to dispel fear, 7) viewing fear as a teacher, 8) facing fear directly, 9) celebrating small wins over fear, and 10) making a fearless commitment. Taking small actions and facing fears directly can help overcome them. Fears are often not reality-based and examining their root causes and perspectives can help transcend fear.
Fear prevents many people from succeeding in life. Fear results from unfulfilled desires and causes worry, which paralyzes action. The basic obstacles of fear are worry, lack of confidence, lack of persistence, and failure to take action. Causes of fear include anxiety, nervousness, worry, and phobias. Symptoms of fear are tense muscles, dry mouth, pounding heart, fast and slow breathing, and disturbed speech. To overcome fear, one must think positively, avoid fearing things and instead identify the source of fear, have trust and confidence in oneself, and control one's mind through exercise, deep breathing, questioning fears, and facing fears through involvement in feared activities.
The document announces a presentation by the 21st Century After School Program about fear. It will include team-building activities, STEM integration, and family engagement success strategies. Attendees will learn about the fear factor and get a free snack if they dare to attend. Door prizes will also be provided.
This document discusses fear and how to overcome it. It begins by defining fear as a natural response to perceived threats that causes entities to quickly move away from the threat. It then discusses common types of fear such as death, the unknown, failure, and loneliness. It also lists symptoms of fear such as increased heart rate and breathing. The document provides tips for overcoming fear such as facing the fear if possible, relaxation techniques, exercise, and using faith or spirituality. It concludes by stating courage requires facing down one's fears and owning one's feelings is the first step to gaining control over the situation.
Fear of failure can hold people back from taking risks and pursuing opportunities. However, it is normal and common to feel afraid of failing. Overcoming this fear requires developing resilience and a growth mindset, focusing on learning from mistakes and setbacks rather than judging oneself.
Fear is our ultimate enemy. A very patronising, largely unfunny, basically unwelcomed guest with an enormous capacity to cripple who we are emotionally, financially, physically and reveal how shallow we are spiritually by freezing our faith.
Fear could also be defined as an emotion experienced in anticipation of some specific pain or danger (usually accompanied by a desire to flee or fight)
Fear of failure is one of people's greatest fears and is closely related to fear of criticism and rejection. Successful people overcome this fear by viewing mistakes as feedback rather than failure, persisting despite setbacks, and learning from their experiences rather than taking failures personally. The document provides seven steps to overcome fear of failure, which include taking bold action, persisting through challenges, learning from mistakes without judgment, trying new approaches, being less hard on oneself, and seeing failures as opportunities for growth.
Here are 11 practical ways to help you overcome your fears
Ppt on How To Overcome Fear: This presentation takes you through 11 slides, each targeting various aspects of fear and the ways to target fear and overcome these fears in life
This document provides a 10-step process for getting beyond fear. The steps include: 1) awareness of fear and fearful situations, 2) understanding the types of fear and if they are stopping you, 3) examining the basis of fear, 4) what sustains fear presently, 5) getting the proper perspective of fear, 6) taking action to dispel fear, 7) viewing fear as a teacher, 8) facing fear directly, 9) celebrating small wins over fear, and 10) making a fearless commitment. Taking small actions and facing fears directly can help overcome them. Fears are often not reality-based and examining their root causes and perspectives can help transcend fear.
Fear prevents many people from succeeding in life. Fear results from unfulfilled desires and causes worry, which paralyzes action. The basic obstacles of fear are worry, lack of confidence, lack of persistence, and failure to take action. Causes of fear include anxiety, nervousness, worry, and phobias. Symptoms of fear are tense muscles, dry mouth, pounding heart, fast and slow breathing, and disturbed speech. To overcome fear, one must think positively, avoid fearing things and instead identify the source of fear, have trust and confidence in oneself, and control one's mind through exercise, deep breathing, questioning fears, and facing fears through involvement in feared activities.
El documento habla sobre la evaluación en pre-primaria y primer grado. Explica que la evaluación permite obtener evidencia de los avances de los estudiantes y que los maestros deben realizar un seguimiento para mejorar su práctica. También describe diferentes herramientas de evaluación como portafolios, cuatro cuadrados, y running records, así como consideraciones para evaluar a estudiantes pequeños de manera adecuada.
El documento describe la importancia de establecer objetivos para el año escolar utilizando un enfoque SMART (específico, medible, alcanzable, relevante y con un plazo de tiempo) para promover el pensamiento crítico, la autoevaluación, el éxito estudiantil y el seguimiento del progreso.
La alineación horizontal es el proceso de alinear el curriculum enseñado por los maestros de un mismo grado para crear conexiones multidisciplinarias. Esto ayuda a compartir responsabilidades entre las materias, mejorar el rendimiento de los estudiantes mediante la estimulación de la colaboración entre maestros, y evitar la repetición innecesaria de contenidos entre materias. Se logra a través de la colaboración de maestros para identificar destrezas compartidas y actividades integradas, y la implementación y evaluación continua del curriculum
Lucy Antill presents on encouraging language learning in children through varied activities that engage different learning styles. It is important to use stories, songs, videos, pictures, hands-on activities, and role play to teach language in an enriching environment. The presentation also discusses auditory, visual, and kinesthetic learning styles and gives examples of how to support each type of learner.
Cortisol is a stress hormone that can negatively impact young children when they experience high levels of stress. Prolonged stress from crying, separation from parents, or difficulties at school can raise cortisol levels in children's brains and interfere with their learning and development. When starting school or transitioning to a new class, many children experience upset that can manifest as crying, anger, withdrawal, or misbehavior. A gentle settling in procedure over 2 weeks that involves parents staying with children and gradually leaving for short periods can help children feel more secure and reduce stress levels so they can learn and play well. Assigning each child a consistent keyworker to provide comfort and build trust is also important for children's emotional well-being and
La alineación vertical es el proceso de crear una secuencia lógica y consistente de instrucción entre los grados para mejorar el rendimiento estudiantil mediante la eliminación de repeticiones, identificación de lagunas y alineación de destrezas, contenidos y evaluaciones. Este proceso colaborativo asegura que los estudiantes estén preparados para los grados siguientes al avanzar las destrezas y conocimientos de manera sistemática.
This document outlines the content areas and skills that will be evaluated in Kindergarten during Period 4, including math topics like measurement, numerals 11-20, telling time to the hour, and addition. Language areas covered are handwriting, short vowels, CVC words, and beginning, middle, and ending sounds. Environmental topics include past and present, city and country, Guatemala's patriotic symbols, healthy habits, needs and wants, and goods and services.
This document outlines the content areas and skills that will be evaluated in Kindergarten during Period 4, including math topics like measurement, numerals 11-20, telling time to the hour, and addition. Language areas covered are handwriting, short vowels, CVC words, and beginning, middle, and ending sounds. Environmental topics include past and present, city and country, Guatemala's patriotic symbols, healthy habits, needs and wants, and goods and services.
This document outlines the curriculum topics for a 4th period kindergarten class. It includes the following subject areas and concepts: environment themes like city/country and caring for the Earth; phonics like ending sounds and short vowels; handwriting letter strokes; math fractions, measurement, time telling, and addition/subtraction; and language arts including high-frequency words, story elements, and literature comprehension.
La clase de Kinder de la Sra. Carrie aprendió la letra "Y" el lunes. El resto de la semana practicaron letras, trabajaron en centros de aprendizaje y tuvieron una fiesta sorpresa con pizza. La próxima semana serán exámenes y luego vacaciones de verano.
During this period in Kinder Skills - Period 3, students will be evaluated on counting objects and numerals from 0-10, counting by tens up to 100, comparing numbers, and identifying geometric figures in math. In language, students will focus on handwriting and learning the letters y, z, x, w, n, c, r, p, q, and v. The environment content will cover concepts of day and night, weather, the four seasons, and plants.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra Q y números más y menos de 5 el lunes y martes. El miércoles celebraron el 4 de julio haciendo banderas y un desfile. El jueves hicieron un proyecto sobre las partes de una planta, y el viernes repasaron lo aprendido esa semana en centros.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra P y el número 0 la primera semana de junio. Jugaron en el Smartboard para recordar la ropa apropiada para diferentes climas y dibujaron sus pizzas favoritas. Para finalizar la semana, usaron pintura de dedo para ilustrar cómo son los árboles en cada estación.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra R, el número 10, vocabulario del tiempo, hicieron coronas en arte y poemas sobre cómo han cambiado desde bebés durante la semana del 18 al 22 de junio. El 25 de junio no habrá clases y esa semana los estudiantes llevarán su diario de poesía.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra R, el número 10, vocabulario del tiempo, hicieron coronas en arte y poemas sobre cómo han cambiado desde bebés durante la semana del 11 al 15 de junio. El 25 de junio no habrá clases y esa semana los estudiantes llevarán su diario de poesía.
La clase de Kinder de la Sra. Carrie practicó la letra W y cantó canciones durante la semana del 11 al 15 de junio. El resto de la semana repasaron letras y números, trabajaron en la escritura, crearon arte con diferentes tipos de líneas, y escribieron poemas con sus compañeros para celebrar el Día del Padre.
This document outlines the curriculum for a kindergarten third period, including themes in environment, language arts, literacy, math, and art. In language arts, students will learn consonants, word analysis, handwriting, and comprehension. In math, concepts include numbers 0-10, geometry, fractions, and ordinals. Art focuses on shapes and lines.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra N, realizó un experimento sobre objetos flotantes y hundibles, practicó números del 1 al 5 y tipos de líneas, y repasó la semana leyendo poemas con compañeros.
El resumen describe las actividades de la clase de kinder de la Sra. Carrie durante la semana del 14 al 18 de mayo. La clase aprendió sobre la letra D el lunes, el número 2 el martes, y practicó letras en centros el miércoles. El jueves buscaron imágenes para los números 1, 2 y 3, y el viernes participaron en una feria de ciencias. La próxima semana tendrán exámenes del 21 al 25 de mayo y deben repasar el vocabulario de la letra D.
This document outlines the Kinder Skills curriculum for Period 2. It will evaluate students on math patterns, counting to 9, beginning sounds in language, handwriting letters h, m, k, j, f, g, l, d, transportation methods on land, air and water, naming community helpers, the five senses, and zoo and farm animals.
El documento habla sobre la evaluación en pre-primaria y primer grado. Explica que la evaluación permite obtener evidencia de los avances de los estudiantes y que los maestros deben realizar un seguimiento para mejorar su práctica. También describe diferentes herramientas de evaluación como portafolios, cuatro cuadrados, y running records, así como consideraciones para evaluar a estudiantes pequeños de manera adecuada.
El documento describe la importancia de establecer objetivos para el año escolar utilizando un enfoque SMART (específico, medible, alcanzable, relevante y con un plazo de tiempo) para promover el pensamiento crítico, la autoevaluación, el éxito estudiantil y el seguimiento del progreso.
La alineación horizontal es el proceso de alinear el curriculum enseñado por los maestros de un mismo grado para crear conexiones multidisciplinarias. Esto ayuda a compartir responsabilidades entre las materias, mejorar el rendimiento de los estudiantes mediante la estimulación de la colaboración entre maestros, y evitar la repetición innecesaria de contenidos entre materias. Se logra a través de la colaboración de maestros para identificar destrezas compartidas y actividades integradas, y la implementación y evaluación continua del curriculum
Lucy Antill presents on encouraging language learning in children through varied activities that engage different learning styles. It is important to use stories, songs, videos, pictures, hands-on activities, and role play to teach language in an enriching environment. The presentation also discusses auditory, visual, and kinesthetic learning styles and gives examples of how to support each type of learner.
Cortisol is a stress hormone that can negatively impact young children when they experience high levels of stress. Prolonged stress from crying, separation from parents, or difficulties at school can raise cortisol levels in children's brains and interfere with their learning and development. When starting school or transitioning to a new class, many children experience upset that can manifest as crying, anger, withdrawal, or misbehavior. A gentle settling in procedure over 2 weeks that involves parents staying with children and gradually leaving for short periods can help children feel more secure and reduce stress levels so they can learn and play well. Assigning each child a consistent keyworker to provide comfort and build trust is also important for children's emotional well-being and
La alineación vertical es el proceso de crear una secuencia lógica y consistente de instrucción entre los grados para mejorar el rendimiento estudiantil mediante la eliminación de repeticiones, identificación de lagunas y alineación de destrezas, contenidos y evaluaciones. Este proceso colaborativo asegura que los estudiantes estén preparados para los grados siguientes al avanzar las destrezas y conocimientos de manera sistemática.
This document outlines the content areas and skills that will be evaluated in Kindergarten during Period 4, including math topics like measurement, numerals 11-20, telling time to the hour, and addition. Language areas covered are handwriting, short vowels, CVC words, and beginning, middle, and ending sounds. Environmental topics include past and present, city and country, Guatemala's patriotic symbols, healthy habits, needs and wants, and goods and services.
This document outlines the content areas and skills that will be evaluated in Kindergarten during Period 4, including math topics like measurement, numerals 11-20, telling time to the hour, and addition. Language areas covered are handwriting, short vowels, CVC words, and beginning, middle, and ending sounds. Environmental topics include past and present, city and country, Guatemala's patriotic symbols, healthy habits, needs and wants, and goods and services.
This document outlines the curriculum topics for a 4th period kindergarten class. It includes the following subject areas and concepts: environment themes like city/country and caring for the Earth; phonics like ending sounds and short vowels; handwriting letter strokes; math fractions, measurement, time telling, and addition/subtraction; and language arts including high-frequency words, story elements, and literature comprehension.
La clase de Kinder de la Sra. Carrie aprendió la letra "Y" el lunes. El resto de la semana practicaron letras, trabajaron en centros de aprendizaje y tuvieron una fiesta sorpresa con pizza. La próxima semana serán exámenes y luego vacaciones de verano.
During this period in Kinder Skills - Period 3, students will be evaluated on counting objects and numerals from 0-10, counting by tens up to 100, comparing numbers, and identifying geometric figures in math. In language, students will focus on handwriting and learning the letters y, z, x, w, n, c, r, p, q, and v. The environment content will cover concepts of day and night, weather, the four seasons, and plants.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra Q y números más y menos de 5 el lunes y martes. El miércoles celebraron el 4 de julio haciendo banderas y un desfile. El jueves hicieron un proyecto sobre las partes de una planta, y el viernes repasaron lo aprendido esa semana en centros.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra P y el número 0 la primera semana de junio. Jugaron en el Smartboard para recordar la ropa apropiada para diferentes climas y dibujaron sus pizzas favoritas. Para finalizar la semana, usaron pintura de dedo para ilustrar cómo son los árboles en cada estación.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra R, el número 10, vocabulario del tiempo, hicieron coronas en arte y poemas sobre cómo han cambiado desde bebés durante la semana del 18 al 22 de junio. El 25 de junio no habrá clases y esa semana los estudiantes llevarán su diario de poesía.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra R, el número 10, vocabulario del tiempo, hicieron coronas en arte y poemas sobre cómo han cambiado desde bebés durante la semana del 11 al 15 de junio. El 25 de junio no habrá clases y esa semana los estudiantes llevarán su diario de poesía.
La clase de Kinder de la Sra. Carrie practicó la letra W y cantó canciones durante la semana del 11 al 15 de junio. El resto de la semana repasaron letras y números, trabajaron en la escritura, crearon arte con diferentes tipos de líneas, y escribieron poemas con sus compañeros para celebrar el Día del Padre.
This document outlines the curriculum for a kindergarten third period, including themes in environment, language arts, literacy, math, and art. In language arts, students will learn consonants, word analysis, handwriting, and comprehension. In math, concepts include numbers 0-10, geometry, fractions, and ordinals. Art focuses on shapes and lines.
La clase de Kinder de la Sra. Carrie aprendió sobre la letra N, realizó un experimento sobre objetos flotantes y hundibles, practicó números del 1 al 5 y tipos de líneas, y repasó la semana leyendo poemas con compañeros.
El resumen describe las actividades de la clase de kinder de la Sra. Carrie durante la semana del 14 al 18 de mayo. La clase aprendió sobre la letra D el lunes, el número 2 el martes, y practicó letras en centros el miércoles. El jueves buscaron imágenes para los números 1, 2 y 3, y el viernes participaron en una feria de ciencias. La próxima semana tendrán exámenes del 21 al 25 de mayo y deben repasar el vocabulario de la letra D.
This document outlines the Kinder Skills curriculum for Period 2. It will evaluate students on math patterns, counting to 9, beginning sounds in language, handwriting letters h, m, k, j, f, g, l, d, transportation methods on land, air and water, naming community helpers, the five senses, and zoo and farm animals.