The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. It might be used at the beginning and at the end of coaching process with students with risk of drop out.
The students prepare very hard for their +2, if they are given proper guidance, they may do wonder in their final examination. This is an attempt to make them aware with some study tips..
Carla Enger, Young Adult Librarian, Robert W. Rowe Public Library District, Serhidan, IL (Population served: 5000)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
The students prepare very hard for their +2, if they are given proper guidance, they may do wonder in their final examination. This is an attempt to make them aware with some study tips..
Carla Enger, Young Adult Librarian, Robert W. Rowe Public Library District, Serhidan, IL (Population served: 5000)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
this is some tips for you who's gonna teaching. not only a teacher. but everybody can teach each other.
^_^ saya mahasiswa madura yang sekarang kuliah di UNIVERSITAS MADURA jurusan FKIP MATEMATIKA
Jl. Raya Panglegur KM 3,5 pamekasan
Come join us..
These materials were created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. They might be useful for all teachers and educators working woth students at risk of drop out.
this is some tips for you who's gonna teaching. not only a teacher. but everybody can teach each other.
^_^ saya mahasiswa madura yang sekarang kuliah di UNIVERSITAS MADURA jurusan FKIP MATEMATIKA
Jl. Raya Panglegur KM 3,5 pamekasan
Come join us..
These materials were created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. They might be useful for all teachers and educators working woth students at risk of drop out.
Inclusive Schools presentation for Congress on InclusionLindy-Anne Abawi
Inclusive schools are the future of education. This presentation is based on research within a highly inclusive school in Queensland Australia where both students with special needs and gifted students are effectively catered for and where overall academic results are rising.
This presentation was made but there are some references.
- Dr. M. Violeta, our speaker during the Region 6 training of trainers on higher order thinking skills(HOTS), Differentiated Instruction and Test Construction
This was also a collaborative effort of Mrs. Donalyn Frofunga- Llaban and Mrs. Lilibeth Meliton. These slides were presented during the Capiz Division Training for HOTS, DIs, and Test Construction.
Presentation shows main aims and activities of Erasmus+ project 'Drop Out - Coaching at School'. It includes also basic information about all warkshops, seminars and final products of the project.
The material is one of the final products of Erasmus Plus project 'Drop Out - Coaching at School'. It may be used at the begining of coaching sessions: to complete by a coach and a student.
The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. It might be used by teachers – coaches during coaching session with students at risk of drop out. It helps to control the process of undertaken activities and the progress gained by coachees. The following Observation Chart has been created by teachers – coaches and it is only a sample of such educational tools.
The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. It might be useful as a questionnaire after a few coaching sessions.
The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. Workshop might be used on two - three lessons or a separate activity to raise students’ motivation. It consists of ‘Motivation Workshop Outline’ and 3 attachments – worksheets for students.
Ersamus + project ('Drop Out - Coaching at School') result - one of 8 leaflets about sport and yoga as the best ways of reducing stress at school and within the classroom.
Ersamus + project ('Drop Out - Coaching at School') result - one of 8 leaflets about sport and yoga as the best ways of reducing stress at school and within the classroom.
Ersamus + project ('Drop Out - Coaching at School') result - one of 8 leaflets about sport and yoga as the best ways of reducing stress at school and within the classroom.
One of the results of Erasmus + project 'Drop Out - Coaching at School'. Power Point Presentation showing the most useful behaviour at a job interview. It might be helpful not only for students but for everbody who is looking for a job.
One of the final products of Erasmus + project 'Drop Out - Coaching at School' presenting the photos of T/L/T activity about writing CV and behaving at the job interview arranged by Greek partner for participating students from all partner schools. The calendar includes also students' stories 'I have a dream...' about their future career.
The has been prepared for students participating in T/L/T Activities to help them in gathering all useful information about partner school, town and country. It really helped our students in dissemination of the results of the workshops. It might be very helpful for all teachers and students taking part in T/L/T Activites and in any other school trips.
The leaflet shows the results of Erasmus Plus project 'Drop Out - Coaching at School' 2016 -2018: workshops and seminars for teachers and students and final products of the project. All of the products presented in the brochure you can find here on SlideShare.
Drop out - Coaching at School. How to reduce the risk of early school leaving?'Erasmusdropout
The guidebook is a final product of Erasmus Plus project 'Drop Out - Coaching at School' 2016 - 2018. The authors believe it might be useful for teachers and other people interested in drop out problem. Readers will find methodology of implementing a system of coaching at schools with students who are at risk of drop out. There are also some Ready-to-use materials for teachers and educators.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Satisfaction survey
1. Satisfaction Survey
It might be used at the beginningof coachingprocess.
1. How do you feel at our school?
b. Very good
c. Good
d. I’m stressed during the lessons
e. I have some problems with my schoolmates
f. I have been bullied
g. I have some problems with the teachers
h. I get bad marks
i. Others problems...........................
1. Do you like studying?
a. Yes
b. Yes but only the subjects I’m interested In
c. Rather no
d. No
2. Do you take an active part in the lessons?
a. Yes
b. Rather yes
c. Rather no
d. No
3. In your opinion, are the lessons interesting?
a. Yes
b. Rather yes
c. Yes, but only some
d. Rather no
e. No
4. Choose the best ways of making lessons more attractive:
a. Interactive whiteboards in the classrooms
b. Tablets for students to use during the lessons
2. c. Active methods more often used during the lessons
d. Lessons in the museums, at universities, in libraries, high schools, labs, places of work
5. Which of the values presented below are the most important for you? (choose from 1 to 3 options)
a. Independence
b. Money
c. Leadership
d. Successes
e. Helping others
f. Personal development
g. Education
h. Family life
6. Are there any interesting extra-curricular activities at your school?
a. Yes, a lot. I take part in ............................................................
b. Yes, but I do not take part in them
c. I’m not interested in activities organised by school
d. I take part in activities organised at other places:
......................................................................................................
7. Do your parents support your education?
a. Yes, it’s really important for them
b. Rather yes
c. Rather no
d. No
e. Other possibilities.............................................................
8. What are your plans for the further education?
a. Vocational school
b. Technical high school e.g. electronic, economical, gastronomic
c. High school
d. Vocation high school e.g. art, aviation, army
9. Are you planning to study at the university?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
3. e. Other options ...................................................................
10. Are you learning things that will help you when you grow up?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................
11. Do you have the opportunity to get guidance for your learning difficulties?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................
12. Can you talk to your teachers when you have a problem?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................
13. Do you feel happy and important at your school?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................
14. Do you receive sufficient feedback on your studies?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................