Integrated Co-Teaching (ICT)

Students with disabilities who receive Integrated Co-Teaching services are educated with age appropriate peers in the general education classroom. ICT provides students the opportunity to be educated alongside their non-disabled peers with the full or part-time support of a special education teacher to assist in adapting and modifying instruction.
As described in the NYC Continuum of Services for Students with Disabilities, Integrated Co-Teaching “ensures that students master specific skills and concepts in the general education curriculum, as well as ensuring that their special education needs are being met, including meeting alternate curriculum goals.”
The title of the services was changed from Collaborative Team Teaching to Integrated Co-Teaching when the service was incorporated in the New York State continuum of services. The state requires all school districts to use the terminology “Integrated Co-Teaching” so that the level of services being provided to a student is clear and consistent among school districts.

http://www.uft.org/teaching/integrated-co-teaching-ict


my opinon:
I See this way of teaching its very sucssful because we find dieffrent experince from other teacher
and every work shoud be corporated defintly had sucsseful.

Creating Job Satisfaction

Find a job you like and you add five days to every week.– H. Jackson Brown, Jr.

For many of us, the idea of having a job that is truly satisfying – the kind where work doesn't feel like work anymore – is pure fantasy. Sure, professional athletes, ski patrollers, and golf pros may have found a way of doing what they love and getting paid for it. But is there actually anyone out there who dreams of sitting at a desk and processing paper, or watching products fly by them on conveyor belts, or working to solve other people’s problems?
Career dreams are one thing; practical reality is often another. When they happily coincide, seize the opportunity and enjoy it! Luckily, when they do not, it’s good to know that it is possible to get job satisfaction from a practical choice of career. Job satisfaction doesn’t have to mean pursuing the ultra-glamorous or making money from your hobby. You can work at job satisfaction, and find it in the most unexpected places…
The heart of job satisfaction is in your attitude and expectations; it’s more about how you approach your job than the actual duties you perform. Whether you work on the farm, a production line, in the corner office or on the basketball court, the secret is to understand the key ingredients of your unique recipe for job satisfaction.

Identify your Satisfaction Triggers

There are three basic approaches to work: is it a job, a career, or a passion? Depending on which type of work you are in right now, the things that give you satisfaction will vary.

• If you work at a JOB, the compensation aspects of the position will probably hold more appeal than anything else, and have the greatest impact on whether you stay or go.
• If you work at a CAREER, you are looking for promotions and career development opportunities. Your overall satisfaction is typically linked with your status, power, or position.
• If you work at a PASSION, the work itself is the factor that determines your satisfaction, regardless of money, prestige, or control.

Inevitably, these are generalizations, and you will probably find that you get satisfaction from more than one approach to work. Being aware of the type of work you are doing, and the things you need for job satisfaction, will help you to identify and adjust your satisfaction expectations accordingly.

Building Job Satisfaction

Once you have identified the blend of status, power, or intrinsic enjoyment that need to be present in your work for you to feel satisfied, you then need to work on some of our seven 'ingredients' for a satisfying job. These ingredients are:

• Self-awareness.
• Challenge.
• Variety.
• Positive attitude.
• Knowing your options.
• Balanced lifestyle.
• A sense of purpose.

Self-Awareness

The first step in the search for job satisfaction is to know yourself. If you're to be happy and successful, you need to understand your strengths and weaknesses. This will help you identify what types of profession will allow you to build on those strengths, and minimize those weaknesses. A useful framework for conducting this type of analysis is a Personal SWOT analysis. You can find a Bite-Sized Training session on how to do this here.
It is difficult to feel satisfied with something you aren’t very good at, so rather than spend time beating yourself up about it, take a long hard look at the things at which you excel, and try to find a position that uses some of those skills too.
Another important component of self-awareness is to have a good understanding of your personality traits and your preferred style of working. A useful tool for this is Schein’s Career Anchors , which helps you understand what you value and what motivates you in your career, (and also what you do not value, and what de-motivates you).

Tip:

For more information on some of the most commonly used personality and behavioral typologies, the MindTools site has an article on Myers Briggs . This also provides links to assessment tools such as the MAPP assessment as well as a suite of assessment tools at Analyze My Career.

By increasing your self-awareness, you can work towards the ideal blend of compensation, status, and intrinsic reward that suits you, and that you can realistically achieve. Knowing this will help you to set appropriate goals, and manage your own expectations.
The greater the match between your preferences and the requirements of the job, the more potential for job satisfaction you have. The remaining six 'ingredients' determine how much of that potential you actually achieve.

Challenge

Some days you may deny it, but we all thrive on interesting challenges. Does this mean your job has to be the head of engineering at NASA? No, different things challenge different people at different times. You just need to figure out what you can do to make sure you don’t allow yourself to go stale at work.
Even if the job itself is not all that challenging, you can make it challenging. Some great ideas here include:

• Set performance standards for yourself –aim to beat your previous record, or set up a friendly competition among co-workers.
• Teach others your skills – nothing is more challenging, or rewarding, than passing your skills and knowledge on to others.
• Ask for new responsibilities – these will give you opportunities to stretch yourself.
• Start or take on a project that uses skills you would like to use, or want to improve.
• Commit to professional development – take courses, read books or trade magazines and attend seminars. However you do it, keep your skills fresh and current.

https://www.google.com/#q=job+satisfaction

New agreement between Ahfad University for Women and the American University of Beirut

The signing agreement took place on May 14, 2014 between Badri and Diab [L-R]

The American University of Beirut has signed a new three-year agreement with Ahfad University for Women (AUW) in Sudan, to help build the academic and administrative capacities of the Sudanese university.

The signing agreement took place on May 14, 2014 between AUW President Gassim Badri and Hassan Diab, vice president for Regional External Programs at AUB, on behalf of President Peter Dorman.

“AUB perceives its project with AUW as very strategic in terms of improving higher education in Sudan, specifically in a university that is devoted to women’s development and education,” said VP Diab, who is also AUB’s interim chief operating officer. “AUB prides itself for supporting AUW, which has been at the forefront of preparing women in Africa to assume responsible roles in their families, in the communities, and in their nations.”

Meanwhile, AUW President Badri thanked AUB for its continuous cooperation, emphasizing that the fruits of this collaboration were evident all along the past few years when AUW witnessed marked improvements in its academic and administrative capacities.

The relationship between AUW and AUB dates back to January 2007 and has always been rewarding. AUW is unique in Sudan in many ways. Most notably, it is a non-profit institution that plays a proactive role in empowering women by graduating them with various specializations, including medicine. Furthermore, several faculty members at AUW, including its president, are AUB alumni.

To date, AUB has helped AUW develop the school of management studies, the school of health sciences, the school of psychology and pre-school education, the English Language unit, and the IT Department.

This new agreement comes at a strategic time in AUW’s evolution, since its impact has fanned out to all regions of Sudan and even neighboring countries.

Through this agreement, AUB will offer AUW technical assistance to develop its academic and non-academic units, through training activities and the revision/establishment of structures, policies and procedures, systems, workflows, implementation strategies, and curricula, as well other activities.

In particular, AUB will be helping AUW enhance its Center for Teaching and Learning (CTL), the Physical Plant Department (PPD), Registrar and Admissions, Human Resources and Finance, Health Sciences, Nutrition and Dietetics, Accreditation, General Education, Security & Protection, Alumni, Marketing & Communication, and Student Affairs. A team of more than 35 consultants from AUB will be offering their expertise and know-how for the success of this project, in particular, and of Ahfad University in general.
“This agreement will further deepen AUB’s commitment to serve the people of the Middle East and beyond, by delivering the highest level of consulting services and continuing education programs,” noted Diab.

Presenting & Public Speaking Tips - How to improve skills & confidence

Student Participation/Active Learning

 

Tips marked with an * indicates that the tip is consistent with learnng-centered teaching

Student Participation/Active Learning:

• *Getting students to participate in class
• *Promoting class participation, discussion among the entire class
• *Student classroom participation
• *Getting more student discussion
• *Active learning within a large classroom
• *Students working together on group projects, assignments
• *Promoting class discussions
• *Getting students to participate, answer your questions
• *Promoting discussion in your class
• *Making class discussions more of a group event
• *Helping students learn more from lectures
• *Making group presentations better and more meaningful learning experience
• *Helping students master the vocabulary and definitions in a discipline quickly
• Getting students to participate more in class
• Evaluating students on class participation
• Using brief questions to students in class
• Calling on students in class*Making student presentations more of a learning experience for the listeners.

How Planners Help Kids Become Better Students

Time management, organizational skills and goal setting are key components to maintaining success in any student career. Healthy organizational habits begin as early as elementary school and are carried into professional life.
Student planners are often the answer in developing good organizational and time management skills. With planners, young people will be able to keep track of and prioritize their schoolwork while becoming better students. Quality academic planners are designed to help educate students more effectively.
In order to get proper insight, planners are often created both for students and with student input. Students and faculty review planners before they’re sold, so you can be sure your planner gets the right seal of approval. For effective results, certain content and features are included to motivate students in effectively utilizing planners.
Not Your Ordinary Planner
Quite often, planners are not used as just a calendar. There are many types of planners fit for individual student needs that range from primary school to high school while focusing on building organization skills and promoting successful study habits.
These planners can be ordered directly on websites such as http://www.meridianplanners.com/. They are often manufactured in the United States to ensure high printing standards and a quality product. Planner pages are set up to improve organization, foster parent-teacher-student communication and enhance learning overall. If school is only a few days away, be confident that the company you order from ensures 100% on-time delivery.
Personalize Your Planner
The cover you select for your planner is an important choice. Students carry around the planner all year, and the cover should be something that properly reflects their school. Many companies offer beautifully designed covers for each age group. Some companies even offer personalized planners that can include elements like the school name and mascot, as well as the specific school year. Don’t forget that you can also have a special cover, where you design your own and submit it for printing. After personalizing your planner, some companies allow customers to request and receive a quote within one business day. Using a successful student planner means recognizing that every school is unique, each with their own dates of note, schedules and policies.
Choosing the key features that the particular student will value and rely on in their daily life while having a variety of options that can help make a school planner a useful and valued organizational tool is of utmost importance.
To Jim, writing is everything. The topic he most enjoys writing about is education. If you'd like more information regarding http://www.meridianplanners.com/, please visit http://www.meridianplanners.com/

When do children start lying

Children can learn to tell lies from an early age, usually by around three years of age. This is when they begin to work out that grown-ups are not mind readers, and that they can give people false information – perhaps to get out of trouble or to cover up.
Generally, children lie more between 4-6. They may become more skilled at telling a lie through their body language or being good actors, but will often implicate themselves if pushed to explain further. Studies suggest that four-year-olds can lie about once every two hours, and six-year-olds about every 90 minutes.
When children reach school-age, they lie more often and can do so more convincingly. The lies also become more sophisticated, as their vocabulary grows and they better understand how other people think. By eight, children can lie successfully without getting caught out.

What to do when your child lies

Be positive, and emphasise the importance of honesty in your family.
You can tell your child that you appreciate being told the truth and don’t like it when she lies to you. For example, try saying ‘When you don’t tell me the truth, I feel sad and disappointed’. You could also try books or stories that highlight the importance of honesty. For example,  gives a good example of how lying can work against you.
Generally, it’s better to teach children the value of telling the truth than to punish them for minor misdeeds. Praise your child for honesty, even if it sometimes takes you a while to get it.