How to become a Elementary School Teachers, Except Special Education 2024

Elementary School Teachers, Except Special Education Teach academic and social skills to students at the elementary school level.

Elementary School Teachers, Except Special Education is Also Know as

In different settings, Elementary School Teachers, Except Special Education is titled as

Art Teacher
Classroom Teacher
Educator
Elementary Education Teacher
Elementary School Teacher
Elementary Teacher
Teacher

Education and Training of Elementary School Teachers, Except Special Education

Elementary School Teachers, Except Special Education is categorized in Job Zone Four: Considerable Preparation Needed

Experience Required for Elementary School Teachers, Except Special Education

A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.

Education Required for Elementary School Teachers, Except Special Education

Most of these occupations require a four-year bachelor's degree, but some do not.

Degrees Related to Elementary School Teachers, Except Special Education

Training Required for Elementary School Teachers, Except Special Education

Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.

Related Ocuupations

Some Ocuupations related to Elementary School Teachers, Except Special Education in different industries are

What Do Elementary School Teachers, Except Special Education do?

Establish and enforce rules for behavior and procedures for maintaining order among the students.
Observe and evaluate students' performance, behavior, social development, and physical health.
Prepare materials and classrooms for class activities.
Adapt teaching methods and instructional materials to meet students' varying needs and interests.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Instruct students individually and in groups, using teaching methods such as lectures, discussions, and demonstrations.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Assign and grade class work and homework.
Read books to entire classes or small groups.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Guide and counsel students with adjustment or academic problems or with special academic interests.
Prepare and implement remedial programs for students requiring extra help.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
Enforce administration policies and rules governing students.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Meet with other professionals to discuss individual students' needs and progress.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs.
Prepare reports on students and activities as required by administration.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
Organize and label materials and display students' work.
Attend staff meetings and serve on committees, as required.
Administer standardized ability and achievement tests, and interpret results to determine student strengths and needs.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.

Qualities of Good Elementary School Teachers, Except Special Education

Oral Expression: The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension: The ability to read and understand information and ideas presented in writing.
Speech Clarity: The ability to speak clearly so others can understand you.
Speech Recognition: The ability to identify and understand the speech of another person.
Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense.
Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
Oral Comprehension: The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Expression: The ability to communicate information and ideas in writing so others will understand.
Inductive Reasoning: The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Fluency of Ideas: The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Near Vision: The ability to see details at close range (within a few feet of the observer).
Originality: The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Information Ordering: The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Category Flexibility: The ability to generate or use different sets of rules for combining or grouping things in different ways.
Selective Attention: The ability to concentrate on a task over a period of time without being distracted.
Time Sharing: The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Mathematical Reasoning: The ability to choose the right mathematical methods or formulas to solve a problem.
Memorization: The ability to remember information such as words, numbers, pictures, and procedures.
Flexibility of Closure: The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
Far Vision: The ability to see details at a distance.
Visualization: The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Speed of Closure: The ability to quickly make sense of, combine, and organize information into meaningful patterns.
Number Facility: The ability to add, subtract, multiply, or divide quickly and correctly.
Auditory Attention: The ability to focus on a single source of sound in the presence of other distracting sounds.
Perceptual Speed: The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Visual Color Discrimination: The ability to match or detect differences between colors, including shades of color and brightness.
Finger Dexterity: The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Hearing Sensitivity: The ability to detect or tell the differences between sounds that vary in pitch and loudness.
Trunk Strength: The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing.
Stamina: The ability to exert yourself physically over long periods of time without getting winded or out of breath.
Gross Body Coordination: The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Multilimb Coordination: The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Static Strength: The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Extent Flexibility: The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
Wrist-Finger Speed: The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Arm-Hand Steadiness: The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Depth Perception: The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Speed of Limb Movement: The ability to quickly move the arms and legs.
Manual Dexterity: The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Spatial Orientation: The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Sound Localization: The ability to tell the direction from which a sound originated.
Gross Body Equilibrium: The ability to keep or regain your body balance or stay upright when in an unstable position.
Dynamic Strength: The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
Explosive Strength: The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Response Orientation: The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
Reaction Time: The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Rate Control: The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.
Night Vision: The ability to see under low-light conditions.
Peripheral Vision: The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Glare Sensitivity: The ability to see objects in the presence of a glare or bright lighting.
Control Precision: The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Dynamic Flexibility: The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.

Tools Used by Elementary School Teachers, Except Special Education

Audiotape players
Compact digital cameras
Compact disk CD players
Computer laser printers
Desktop computers
Educational board games
Handheld calculators
Intercom systems
Laminating machines
Laptop computers
Optical compound microscopes
Overhead display projectors
Pegboards
Pencil compasses
Personal computers
Photocopying equipment
Precision balances
Prisms
Science activity kits
Television monitors
Toy block sets
Video cassette recorders VCR

Technology Skills required for Elementary School Teachers, Except Special Education

Blackboard software
Children's educational software
ClassDojo
ClassTag
Common Curriculum
EasyCBM
Edpuzzle
Email software
Flipgrid
Google Classroom
Google Docs
Google Drive
Google Meet
Graphics software
JamBoard
Kahoot!
Microsoft Excel
Microsoft Office software
Microsoft Outlook
Microsoft PowerPoint
Microsoft SharePoint
Microsoft Word
Nearpod
Padlet
Pear Deck
Schoology
Screencastify
Seesaw
Tadpoles
Web browser software

US Universities

How to become Elementary School Teachers, Except Special Education in 2024