Sentences with phrase «about classroom behaviors»

Parents are accustomed to the traditional conferences and will likely want to ask teachers about classroom behaviors and performance.

If you, as the teacher, can shift your focus, you can help students apply what they know about your classroom behavior expectations to the game space.

If we receive any additional complaints about his classroom behavior, Johnny will be removed from council.

Not exact matches

Although «sex education» has made its way into high school classrooms, truly meaningful discussions about the spiritual implications of haphazard sexual behavior, and / or about the importance of conceiving babies consciously, gestating them in loving and trauma - free wombs, birthing them gently, and parenting them consciously, are sadly absent.

I've written a lot over the years (really, A LOT - see the Related Links below) about junk food in school classrooms, whether distributed by teachers as rewards for good behavior and academic performance or served as part of birthday or classroom... [Continue reading]

I would need a survey to tell me about birth experience and breastfeeding for each of my students I'd never know from their classroom behaviors.

In thinking about this question, I explored how the physical layout of my classroom, our academic schedule, and my behavior in class affected my students» ability to succeed.

In fact, having emotionally close relationships with child - care providers as a toddler has been linked with more positive social behavior and more complex play later as a preschooler.3 Kindergartners with close teacher relationships have been shown to be more engaged in classroom activities, have better attitudes about school, and demonstrate better academic performance.4 Thus, teacher - child relationships appear to be an important part of children's social and academic success in school.

A skill, in contrast, refers to a person's ability to carry out a particular activity successfully, e.g., giving effective forms of feedback to others, staying on task in the classroom, self - monitoring whether one's behavior is having the intended effect, engaging in timely and expected social routines, and engaging in anticipatory thinking about automatic behaviors and biased beliefs that lead to trouble.

Some teachers provided more information than others, but the essentials of the student's productivity and accomplishments that week — including information about homework completion, test and project scores, major upcoming assignments, and classroom behavior — were related with consistent clarity.

«Teachers need to be equipped with information about the behavioral problems that children with ADHD are likely to exhibit in the classroom, possible reasons for that behavior, suggestions for its management and information about seeking further help with particular children,» the report says.

Greene's recognition of the values - laden nature of discipline systems all but begs for choice: Parents should be able to weigh, as one factor among many, schools whose philosophy about behavior management, classroom culture, and approach to student discipline most closely mirror their own beliefs and practices.

And through a set of debrief questions, «teachers and students can think together about how to use these skills at other times of day, connecting «brain powers» to work ethic in the classroom, teamwork and relationships, and successful behavior in school and beyond.»

One Hartford administrator, however, expressed doubt about that inclusion, claiming it would be hard to distinguish between bullying behavior and classroom management strategies.

As simple as the advice might be, Bullies and Gangs (written by Julie Johnson, with illustrations by Christopher O'Neill and photos by Roger Vlitos) is still a useful tool for engaging classroom discussion about how it feels to be bullied and how to put a stop to bullying behavior.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

This book discusses the link between instruction and management, describes daily routines that contribute to a smoothly run classroom, and talks about the how - to's of dealing with problem behavior.

Implementing quite time, discussing emotions in the classroom and helping students reframe the way they think about what they feel are some ways to develop students» self - awareness, so they can better regulate their behaviors.

The report goes on to say the second component is about classroom and student behavior management, which will surprise nobody.

While no survey data were collected about social promotion per se before 1999, the biannual survey begun in 1994 served to monitor changes in teachers» reports of their teaching behavior and students» reports of their classroom experiences before and after the program was rolled out.

Students learn best when they are able to focus on their education rather than worry about bullying or disruptive classrooms where an instructor is attempting to manage the behavior of 35 or more students.

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

Keep them informed about school events, classroom procedures, educational strategies, assignment dates, behavior, academic progress, or anything school related.

This leader filters Culture Analysis for all positive behaviors tracked during the first quarter to guide a discussion with 6th Grade teacher, Mr. Hathaway, about his classroom culture.

❏ Provide teachers with important information about students they will have in their classrooms (Note: This is not to judge the student for past behaviors; this is so the teacher can be preventive in giving the student a clean slate).

I encouraged her to leave some notes for the classroom teacher about the behavior problems, and asked her to give my advice a try the next time she had a chance.

The problem is more about where students live — in poverty or not — and how their lives are being affected by challenges at home, which then affect classroom behavior or attention in class.

Frequent readers of this blog know that I have often written about creating opportunities for teachers to observe student behaviors in other classrooms to develop a clear picture of «what student behaviors / actions are needed to gain the student achievement they seek».

I would be worried about you in a classroom — the assaultive behavior that you display is not what our children need to learn.

Want to learn something new about student and teacher behavior as it relates to classroom relationships and student success?

I suggest that your new teacher curriculum provide a great deal of information on classroom management strategies, types of discipline and tips about how best to deal with student behaviors and misbehaviors.

These activities serve as both effective classroom community - building exercises at the beginning of a Facing History unit and a way to introduce ideas about human behavior and decision making that will serve as a foundation for examining the historical case study later in the unit.

After viewing the video, observers then participate in discussions about the evidence they collected for that strategy or classroom behavior.

On that side, they can respond to the question, «What ideas about human behavior — why people do what they do — have been raised by this situation in a 7th grade classroom?»

Students have back and forth exchanges throughout the course of a school day, checking in about each others» emotions and ideas, experiences and knowledge about school, learning, teaching, classrooms, curricula, behaviors, attitudes, and more.

To help educators bring this prompt into their classroom, Facing History offers lesson plans from the newly revised digital edition of Holocaust and Human Behavior to explore key themes, examine historical examples, and make important connections as they begin thinking about who or what has influenced their own ethical decision - making process and consider how they want to participate in their community.

Specifically, I seek to understand how educators construct meaning around student behavior, how these meanings are activated in different relationships and classroom contexts, and what these patterns tell us about the ways race, culture, and discipline intersect in the school lives of young children.

In this workshop, we will talk briefly about the behavior problems teachers face in a typical classroom, but we will spend far more time discussing why these students act this way - in other words, what does the student gain by disrupting a class and disrespecting a teacher?

However, there was considerable expertise to help teachers think about different approaches and classroom behaviors.

And there's no behavior problems that are going on in the classroom»cause they're so excited about this kind of learning.

Coron Brinson will host a conversation about best practices for classroom leadership and will be available for all your questions about student behavior.

The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their classroom walls as an easy way to document their focal students» progress.

Learn more: To learn more about other countries» educational systems, take a look at Jeffra JoAnn Flaitz's books mentioned above, which include detailed information on educational approaches, classroom behavior, teacher and student interactions, and how schools operate in the profiled countries.

Ends and means are easily confused, and because effective classroom culture, when it is complete, is nearly invisible for stretches of time, some people will not see the work that goes into it; they will see teachers who don't talk to their students much about behavior and believe that the answer is not to talk about behavior much with your students.

After much outcry from Utah citizens who don't take their marching orders from a mysterious, all - knowing voice in the sky (i.e. the Eagle Forum), Herbert vetoed HB363 in March 2012, which would have shut down classroom discussion about sex, contraception and homosexuality — as sponsoring Rep. Bill Wright so eloquently put it, «This is not like all our kids are going to die if they don't learn promiscuous behavior.»

There are quantitative ways of keeping track of teacher's use of strategies and behaviors in the classroom, tracking that, and ways of keeping track of data about student achievement from multiple sources.

So, what you don't want is a system that makes judgments about teachers solely on student achievement, and you don't want a system that makes judgments about teachers solely on teacher behavior in the classroom and use of instructional strategies.

Such remedies could consist of one or more of the following: (1) providing clear definitions and examples of threatening actions for which students may be suspended (including specifying the conduct that does not warrant a suspension); (2) requiring the administrator (s) to make specific findings prior to imposing the sanction of suspension, e.g., determining that the behavior in question falls within the scope of the prohibited conduct, and / or determining that other means of addressing student behavior are not feasible or repeatedly failed to bring about appropriate conduct; (3) providing teachers and administrators with training on how to administer the policy fairly and equitably; and / or (4) providing teachers with training in classroom management techniques and effective behavioral interventions that give them appropriate and culturally responsive tools to interpret and address the underlying behaviors.

In classrooms, children's literature about how people treat each other generally focuses on the consequences of bullying behavior after the fact.

Facing a classroom of students largely glued to screens but needing to learn about birds, Rubega told the students to get Twitter accounts (nearly all didn't have one) and to start tweeting every time they saw bird behavior.