What is one benefit of learning cookery skills at a young age?

Independence in meal preparation

Increased social media followers

Opportunities for cookery TLE 8

Explore Job Opportunities for Entrepreneurship as a Career

Provide guided opportunities for helpful participation in the classroom

AMS National Conference Delegate Feedback Form Thank you for attending the AMS National Conference at the Orient Islamic School. Your feedback is essential to help us improve future conferences. Please take a few minutes to complete this survey. Delegate Information: 1. Full Name: 2. Email Address: 3. Affiliation/Organization: 4. Conference Dates Attended: (Check all that apply) - [ ] September 29, 2023 - [ ] September 30, 2023 Conference Experience: 5. Please rate your overall experience at the AMS National Conference on a scale from 1 to 5, with 1 being very dissatisfied and 5 being very satisfied. - [ ] 1 - [ ] 2 - [ ] 3 - [ ] 4 - [ ] 5 Conference Content: 6a. How satisfied were you with the selection of sessions and workshops? - [ ] Very Dissatisfied - [ ] Dissatisfied - [ ] Neutral - [ ] Satisfied - [ ] Very Satisfied 6b. Did the conference content meet your expectations? Please explain. Networking Opportunities: 7a. Were there enough opportunities for networking and interaction with other delegates? - [ ] Not Enough - [ ] Just Enough - [ ] More than Enough 7b. Did you make valuable connections during the conference? Please share your experiences. Venue and Facilities: 8a. How would you rate the conference venue (Orient Islamic School)? - [ ] Poor - [ ] Fair - [ ] Good - [ ] Very Good - [ ] Excellent 8b. Were the facilities (e.g., parking, restrooms, seating) adequate? - [ ] Inadequate - [ ] Adequate - [ ] More than Adequate Organization and Logistics: 9a. How well was the conference organized in terms of registration, signage, and scheduling? - [ ] Poor - [ ] Fair - [ ] Good - [ ] Very Good - [ ] Excellent 9b. Were there any logistical issues or challenges you encountered during the conference? Please describe. Feedback and Suggestions: 10. Please provide any additional comments, feedback, or suggestions to help us improve future AMS National Conferences. Would You Attend Again? 11. Will you consider attending the AMS National Conference in the future? - [ ] Yes - [ ] No - [ ] Maybe Additional Comments: 12. Is there anything else you would like to share regarding your conference experience? Thank you for taking the time to complete this feedback form. Your input is valuable to us. We appreciate your participation in the AMS National Conference, and we hope to see you at future events!

Slide 1 Growing Up in the 21st Century: Challenges and Opportunities Slide 2 Introduction: What Does It Mean to Grow Up? • Growing up: The process of maturing physically, mentally, and emotionally • Transition from childhood to adulthood • Unique challenges and opportunities in the 21st century • Importance of mental growth alongside physical development Slide 3 The Journey of Self-Discovery • Exploring personal identity • Understanding values and beliefs • Developing a sense of purpose • Embracing individuality while finding community Slide 4 Mental Growth: A Key Aspect of Maturity • Emotional intelligence and self-awareness • Critical thinking and problem-solving skills • Adaptability and resilience • Importance of continuous learning and personal development Slide 5 Challenges of Growing Up in the Digital Age • Information overload and digital literacy • Social media pressure and online identity • Cyberbullying and online safety • Balancing screen time with real-life experiences Slide 6 21st Century Skills for Success • Technological proficiency • Communication and collaboration • Creativity and innovation • Global awareness and cultural competence Slide 7 Navigating Relationships in a Connected World • Building and maintaining friendships • Romantic relationships in the digital era • Family dynamics and independence • Professional networking and mentorship Slide 8 Education and Career Pathways • Evolving job market and emerging industries • Importance of lifelong learning • Balancing academic success with practical skills • Exploring unconventional career paths Slide 9 Financial Literacy and Independence • Understanding personal finance • Budgeting and saving strategies • Student loans and debt management • Investing for the future Slide 10 Mental Health and Well-being • Recognizing and managing stress • Importance of self-care and work-life balance • Seeking help and support when needed • Destigmatizing mental health issues Slide 11 Physical Health in a Changing World • Importance of regular exercise • Nutrition and healthy eating habits • Sleep hygiene and its impact on well-being • Avoiding harmful substances and addictive behaviors Slide 12 Environmental Awareness and Sustainability • Understanding climate change and its impacts • Developing eco-friendly habits • Participating in community environmental initiatives • Sustainable career opportunities Slide 13 Civic Engagement and Social Responsibility • Understanding political systems and processes • Importance of voting and civic participation • Volunteering and community service • Advocating for social justice and equality Slide 14 Cultural Competence in a Global Society • Appreciating diversity and inclusion • Developing intercultural communication skills • Opportunities for travel and cultural exchange • Embracing multilingualism Slide 15 Time Management and Productivity • Setting goals and priorities • Effective study and work habits • Balancing academics, extracurriculars, and personal life • Avoiding procrastination and developing discipline Slide 16 Dealing with Failure and Setbacks • Reframing failure as a learning opportunity • Building resilience and grit • Developing a growth mindset • Seeking feedback and continuous improvement Slide 17 Technology and Ethics • Understanding digital footprint and online reputation • Responsible use of social media and technology • Privacy concerns and data protection • Ethical considerations in a tech-driven world

7.012 Employee Health The Center provides a safe working environment for all employees through a collaborative effort with them and the organization’s infection control program to identify infectious conditions that may put staff, patients and visitors at risk. Health evaluations, immunity testing for measles, mumps rubella and chickenpox, tuberculosis screening and immunity testing for hepatitis B and if not immune either signs declination form or accepts 3 dose vaccine series. (Rrefer to the Employee and Occupational Health Section policy Chapter 3.21) It is the center’s policy to monitor Health Care Associated Infections (HAI) in patients and personnel working in the Center as part of its ongoing program in Infection Prevention and Control. Staff should be encouraged to stay home when they have signs and symptoms of an infectious disease. If a staff develops signs and symptoms while at work, the person of other personnel and patients who may have been exposed to a staff member with a communicable disease should be taken into consideration. Patients and personnel can be told that they were exposed to a certain disease without disclosing the index case’s identity. In addition we work together to provide an annual influenza vaccination program that includes all staff who have patient contact, and licensed independent practitioners. Environmental Rounds - Environmental rounds are performed daily by assigned staff members, ie. “safety officer”. Feedback on opportunities for improvement is given to the Infection Control Coordinator and QAPI committee and then reported to the board Education – Employee education includes: General information about infections Techniques for prevention, surveillance, investigation and control Review of policies and procedures related to infection control: (See attachment B, policy and procedure reference list) Employee health practices; refer to Administration 3.16 Orientation and Training Offer of Hepatitis B vaccination & post exposure evaluations Annual TB skin testing Provides access to influenza vaccinations. Educates staff and licensed independent practitioners about influenza vaccination; non-vaccine infection control measures (such as the use of Droplet Precautions); and diagnosis, transmission, and potential impact of influenza. Annually evaluates vaccination participation and non-participation in the influenza immunization program and reports to Department of Health.

The advantage of direct method is that the teacher can control the class and fit in a lot of activity into a short class period. This leaves plenty of opportunities for the students to hone their skills, especially new ones. On the other hand, because the class is centered around the teacher, some students may not receive proper feedback, and creativity is limited. Also, the lesser talented athletes often tend to get lost in the shuffle while the great athletes shine. However, there are now a multitude of various teaching strategies that can be employed in addition to that method. Ex: Announcements, Module/Unit introductions, Descriptions/modeling of assignments and learning activities, Written or video lectures, Demonstration videos, Presentations, Discussions moderated by instructors, Interactive tutorials. Indirect Method The Indirect Teaching Style allows students to be involved in their own learning through experience and other peer’s knowledge. Students can use critical thinking to expand their learning capabilities by seeing what others may be doing correct and adjusting this to their own knowledge. The Indirect approach is the opposite of what the direct style suggests, but they are both strictly related, meaning you can’t have one without the other. Direct teaching: The instructor stands in front of the class or group and lectures or advises. Indirect teaching: The instructor assumes a more passive role and guides the student interactions. Movement exploration: Incorporates the use of equipment that involves movement. Movement Exploration The movement exploration class is founded on developing a strong, positive association to physical activity. Classes are aimed at developing movement skills and foundational strength through fun and engaging activities. The activities are age appropriate and include games, challenges, and exploration that positively challenge children’s competency while improving their physical capabilities. Skills such as the ability to climb, hold animal shapes, gymnastic style activities, and the introduction to athletic motor skill competencies are the foundations to youth training. This class provides the introduction to strength training to give children the opportunity to learn the skills required to safely and confidently engage in resistance training. Cooperative Skills Cooperative activities teach students to work together for their group's common good. By participating in these activities, students can learn the skills of listening, discussing, thinking as a group, group decision making, and sacrificing individual wants for the common good. There are two primary objectives guiding the teaching of cooperative activities. First, cooperative activities allow students to apply a variety of fundamental motor skills in a unique setting. Students are typically asked to perform motor skills in a specific way, such as “skip in general space” or “balance on one foot and one elbow.” Cooperative activities ask students to perform different activities such as skip with their hands on the shoulders of someone in front of them, walk with big steps while placing their feet on small spots, or walk across an area blindfolded while someone directs their moves. Due to the uniqueness of such experiences, students often find cooperative activities exciting and motivating. Second, cooperative activities are a wonderful medium for teaching social and emotional learning (SEL). SEL offers students an opportunity to understand and manage their emotions. In addition, such activities offer an opportunity to show empathy for others and develop positive relationships. Cooperative activities demand that all students play a role in completing the task or solving the movement problem. Every student, regardless of ability level, is important and contributes to group goals. 9 traits a PE teacher often needs Here are nine essential traits of an effective PE teacher: 1. Athletic ability Athletic ability is an essential trait for a PE teacher because they're often showing kids how to perform exercises. To demonstrate proper form and encourage the kids to continue their fitness education, it's important they can perform the exercises themselves. Having experience with fitness training can enhance a PE teacher's lesson planning because they're familiar with how each exercise affects a person's body. Athletic ability can also refer to an aptitude for sports and games. PE teachers can instruct students on how to play these games or lead after-school activities involving them, like soccer or basketball. An aptitude for sports and games can help a PE teacher encourage students to participate in the activities during class. If the PE teacher enjoys physical activity, they may make the lessons more enjoyable for the student. 2. Teaching ability A PE teacher is a member of a school faculty, so it's essential they have the teaching ability that allows them to communicate lessons to students. There are various skills involved in teaching, including the technical capabilities associated with each professional's particular field. Learning these skills can help PE teacher plan their lessons effectively and connect with their students, meaning they can encourage students to practice fitness skills in optimal ways for their health. Here are some important teaching skills for PE teachers: Having an engaging classroom presence  Real-world learning  Project building  Lesson planning  Technology 3. Interpersonal skills PE coaches are part of faculty teams, so working alongside other teachers is an essential part of their job. They often collaborate with a student's general education teacher to address any behavioral issues that arise. They can also team up with other classes to plan activities for students, like field days and special field trips. Communicating with peers can ensure these interactions remain productive and create opportunities for more fulfilling lessons. Teachers can also model emotional skills for their students by displaying positive social interactions. Interpersonal skills can also help PE teachers interact with students and their families. If a student can make a student feel comfortable expressing their needs and preferences, they can often perform physical exercises or play games to the best of their individual capacities. Understanding how to soothe nerves and support students' emotional needs are important examples of interpersonal skills. When interacting with family members, you may use some of these same techniques to communicate effectively and best uplift students. 4. Written and verbal communication Both verbal and written communication is important for PE teachers because they often communicate with students, families and various personnel on a day-to-day basis. For example, a PE teacher uses their communication skills in a lesson plan to describe any student assignments or expectations accurately. They may also write instructions in a document, then explain them in a classroom lecture. They also use communication skills to share their lesson plans with other PE teachers during conferences or classroom development exercises. Many teachers continue to learn their trade even after working as a teacher for many years. They may share tips with each other or special lessons they've developed if they feel another teacher may benefit from it. Creating a community can help PE teachers continue to expand their teaching methodology and receive feedback on their lessons. 5. Patience and adaptability Working with children can require patience and adaptability because they're encountering many new concepts at the same time and learning how to regulate their emotions. As a result, it's important to treat them with patience and care while they're in your class so they can feel comfortable and feel motivated to complete assignments. As children become teenagers, they may require patience and adaptability to account for their changing bodies and attention spans. Like any job where you perform tasks in real-time, certain circumstances may occur that require you to adapt lesson plans. For example, if the weather turns from sunshine to rain on a day you planned for students to run a mile outside, you may need to adapt the lesson plan so they can practice endurance sports inside a gymnasium instead. 6. Organization PE teachers can use organization skills to improve their lesson planning sessions. For example, they can keep their plans in one place, and determine which parts of a semester or quarter to introduce new concepts. Throughout the year, these objectives may change because of unforeseen setbacks, but organizational skills can help PE teachers control the trajectory of their class curriculum. PE teachers can also use organizational skills to maintain their classroom space. Physical education frequently requires balls, equipment and tools to play games that may be on a lesson plan. They also organize equipment and decide where to store it within their classroom or storage space. 7. Creativity Creativity can help a PE teacher develop fun ways to introduce new material to their students or reinforce previous lessons. They can teach new games or devise interesting ideas to change the rules of a game to help keep students engaged. To find inspiration for their lesson plans, they can turn to personal hobbies or media aspects they enjoy, like movie scenes, songs or dances. A varied lesson plan can foster more engagement among students who prefer action- based learning activities, rather than lectures. 8. Focus Focus is an essential trait of a PE teacher because students often require their full attention during class, especially if they're learning a complicated physical task. You can focus your lesson plans around specific elements of physical education you believe are essential for students of a certain age group or skill level. If students require mentorship, you can also focus on each student's needs to supply them with a steady support system. Focusing on your students can help guide your career purpose. It can give you a core value system that informs your lesson plans and mentorship activities. This passion for your student's well-being can also help you become an advocate for each student in your class. You can also help organize funding for different field trips or establish after-school activities to support their interests. 9. Enthusiasm for teaching sports and fitness Enthusiasm is essential for a PE teacher. Many physical education activities require high energy and may suit someone who enjoys teaching them to others. Being an effective PE teacher also requires an enthusiasm for working with kids and making a positive impact on their lives.

Introduction 1. Relevance of the course 2. Key concepts and common competencies 3. Core competency in Entrepreneurship 4. Career opportunities for Grade 12 entrepreneurship

TEKS Cluster: Government and Economic Systems 6.9 Government. The student understands the concepts of limited and unlimited governments. 6.10(A) identify and give examples of governments with rule by one, few, or many 6.9(A) describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited) 6.9(B) identify reasons for limiting the power of government 6.11(B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies

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