In My Opinion: Top-Ten Ways to Strengthen the Mathematics in Your Classroom

2005 ◽  
Vol 12 (1) ◽  
pp. 5-7
Author(s):  
Cathie Lewis ◽  
Brian Schad ◽  
José Contreras ◽  
Vicky Kirschner ◽  
Cynthia Garnett ◽  
...  
Keyword(s):  
Leadership Role ◽  
First Year ◽  
New School ◽  
School Year ◽  
Mathematics Program

Welcome back to yet another exciting school year! Whether it is your first year of teaching or your thirty-first, sometimes we all need a little help before plunging into a new school year. The Teaching Children Mathematics Editorial Panel has assembled a list of activities to strengthen the classroom mathematics program. The ideas range from organizing mathematics materials to working with parents to taking a leadership role in mathematics. We hope our suggestions spark your thinking and planning as you wade into another school year.

scholarly journals The Impact Of SARS Cov-2 Pandemic On Children’s Behaviour In Society And Their Reintegration Through Drama Classes

2021 ◽  
Vol 11 (2) ◽  
pp. 135-148
Author(s):  
Bianca Hedeş
Keyword(s):  
First Year ◽  
Online Classes ◽  
Children's Theatre ◽  
New School ◽  
School Year ◽  
New Information ◽  
Children’S Behaviour ◽  
One Year ◽  
The Impact ◽  
Typical School

Abstract The aim of this article is to point out the acute need of artistic classes for children with ages between 5 and 12 years after one year and a half of online activitities imposed by the SARS CoV-2 pandemic. The 2021 school year brought to the parents’ attention the gaps their children have experienced in terms of sociability. The ease they used to have in communicating with the others has almost disappeared along with the joy of interaction. They got so used to the virtual world that they began to see it as routine and to believe that this is the way our lives should be looking like from now on. As a result, the inauguration of this new school year in comparison to other typical school years, except for the pandemic years, has been registered as the year with the highest number of requests for children’s theatre classes. Teachers saw their students regressing and they also observed that it was very difficult for their students to assimilate any kind of new information, a reason why they came up with the idea of participating in such classes. The worst challenge for the students was to start coming back again physically to classes. Their enthusiasm disappeared alongside with their inability to concentrate and their difficulty in paying attention to the teaching process. The masks on their faces represented another disadvantage that they didn’t have to comply with any longer while attending online classes. Anyhow, it was the first year as a freelance theatre teacher in which the demand increased in such a manner that neither I nor my guild colleagues could honor all the requests we received in terms of drama classes for children at this age. The benefits of such classes in the education and in the evolution of its participants have already been demonstrated by many theatre personalities and they are now being amplified with the increased interest coming from the children’s parents who noticed serious disorders in their children’s’ behavior. In the next lines we are going to analyse the outcome results after questioning 60 children with ages between 5 and 12 years old.

ONE POINT OF VIEW: Let's put it all together

1976 ◽  
Vol 23 (6) ◽  
pp. 400-401
Author(s):  
Paul Trafton
Keyword(s):  
Busy Period ◽  
Point Of View ◽  
First Year ◽  
New School ◽  
School Year ◽  
Full Swing ◽  
Careful Thought

A new school year has begun. By now many or the initial activities and adjustments accompanying the opening of school are concluded and the program is almost in “full swing.” Although this is a busy period for first-year and returning teachers alike, it is a time to give careful thought to directions. goals. and approaches in curriculum areas.

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

scholarly journals “Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana María Casino-García ◽  
María José Llopis-Bueno ◽  
María Gloria Gómez-Vivo ◽  
Amparo Juan-Grau ◽  
Tamar Shuali-Trachtenberg ◽  
...  
Keyword(s):  
Gifted Students ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
School Students ◽  
Enrichment Programs ◽  
School Year ◽  
Enrichment Program ◽  
Educational Inclusion ◽  
The Impact

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

scholarly journals Improving the efficiency of planning training hours for cadets’ weapon practice

2020 ◽  
Vol 26 ◽  
pp. 00088
Author(s):  
Zinaida Kuznetsova ◽  
Aleksey Chaban ◽  
Larisa Kotkova ◽  
Ruslan Miftakhov ◽  
Stanislav Kuznetsov
Keyword(s):  
Mental Stress ◽  
Professional Training ◽  
Military Training ◽  
First Year ◽  
Sports Training ◽  
Basic Principles ◽  
School Year ◽  
Adaptation Mechanisms ◽  
Definition Of ◽  
Methodological Aspects

Cadets’ weapons practice is one of the important components of professional training. Its success is in the training hours’ distribution and mastering the main tasks at the early stages of military training. The correct distribution of weapon practice means and methods is very important. Planning of all weapon practice means begins with the definition of conditions and logistics. It is important to implement the principles of sports training. The implementation of the sports training basic principles during the school year allows expanding the cadets ’ body adaptation mechanisms to daily physical and mental stress. The development of innovative technologies for planning hours and the implementation of weapon practice tools allows to optimize and improve the effectiveness of cadets’ military training from the first year. Methodological aspects of planning and calculating hours by types of cadets’ weapon practice are presented, taking into account the tasks and direction of the training tools implementation. Difficulties are analyzed and ways to eliminate them in the process of improving the cadets weapon practice are found. The key tasks in the structure of weapon practice and the direction of their implementation are defined. The author’s version of cadets’ weapon practice planning allows to control and adjust both physical and mental loads.

INFLUENCE OF EXAMINATION STRESS ON PSYCHOLOGICAL STATE AND HEMODYNAMIC INDICATORS ON FIRST-YEAR STUDENTS

Vestnik ◽  
2021 ◽  
pp. 339-342
Author(s):  
А.М. Жукембаева ◽  
А. Есенханкызы ◽  
З.Т. Жумалиева ◽  
Д.Ж. Данабекова ◽  
К.А. Исаханова ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Pulse Rate ◽  
Personal Data ◽  
Well Being ◽  
Psychological State ◽  
First Year ◽  
Predisposing Factor ◽  
First Year Students ◽  
School Year ◽  
Examination Stress

Жалпы медициналық факультетінің 1 -курс 50 студентінің психологиялық жағдайы мен гемодинамикалық көрсеткіштерінің динамикасы зерттелді. Барлық қатысушылар жеке деректерді зерттеу және құпиялық бағдарламасына қатысуға ақпараттандырылған келісімге қол қойды. Талдау критерийлері САН тестінің нәтижелері ( көңіл - күй,белсенділік, сезімталдық). Импульсің жиілігі мен қан қысымы болды. Оқу жылының басында денсаулық, белсенділік және көңіл - күй шкаласы бойынша бағалар едәуір көп екендігі, ал жүрек соғу жиілігі мен қан қысымының көрсеткіштері емтихан қарсаңындағыдан аз екендігі анықталды. Алынған нәтижелер емтихан стрессінің әсерінен эмоциональды шиеленістің қарқындылығының артуы аясында психологиялық жағдайдың ғана емес, сонымен қатар соматикалық жағдайдың, атап айтқанда гемодинамикалық көрсеткіштердің теріс өзгерісі байқалғанын көрсетті. Бұл болашақта жүрек-қан тамыр ауруларының дамуына ықпал ететін фактор болуы мүмкін. The dynamics of the psychological state and hemodynamic indicators of 50 first-year students of the general medical faculty was studied. All participants signed informed consent to participate in the research and confidentiality of personal data. The criteria for the analysis were the results of the WAM test (well-being, activity, mood), pulse rate and blood pressure at the beginning of the school year and, directly, on the eve of the exam. It was found that at the beginning of the school year, the scores on the scales of health, activity and mood were significantly higher, and the indicators of pulse rate and blood pressure were significantly lower than on the eve of the exam. The results indicated that, amid increase in the intensity of emotional tension under the influence of examination stress, there was a negative change not only in the psychological state, but also in the somatic state, in particular, hemodynamic parameters, which may be a predisposing factor for the development of cardiovascular diseases in the future.

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