Sentences with phrase «academic behavior through»
Yardsticks is a comprehensive guide that helps educators better understand students» social and academic behavior through a developmental lens.
http://www.responsiveclassroom.org/ Not exact matches
As her report put it: «The research suggests that, while there may be little return to trying to make students more gritty as a way of being (i.e., in ways that would carry over to all aspects of their lives at all times and across contexts), students can be influenced to demonstrate perseverant behaviors — such as persisting at academic tasks, seeing big projects through to completion, and buckling down when schoolwork gets hard — in response to certain classroom contexts and under particular psychological conditions.»
Target specific academic behaviors: Jim Wright, of Intervention Central, lists several academic dispositions that can be reinforced through praise, including effort, accuracy, fluency, goal - setting, and meeting an external standard.
In order to introduce ethical academic behavior, I first give my students a scavenger hunt of sorts through some resources in order to learn about my expectations.
Celebrate improving school culture and climate, building students» social - emotional competencies and character, improving discipline and on - task educational behavior, improving academic outcomes, but do not define these outcomes primarily through standardized tests.
There are a number of research - based SEL programs that enhance students» competence and behavior in developmentally appropriate ways from preschool through high school (Collaborative for Academic, Social, and Emotional Learning, 2013, 2015).
These online courses track even the slightest movements and behavior altercations during exams through specialized tools, in order to maintain academic integrity.
In their school environments, students acquire these values and behaviors from adult role models and peers, and in particular, through an understanding of the principles of academic integrity.
National Schools of Character are schools, early childhood through high school, that have demonstrated through a rigorous evaluation process that character development has had a positive impact on academics, student behavior, and school climate.
The VDOE would like to recognize outstanding schools and / or educators who have developed programs that have been designed to ensure students with disabilities, especially those with more significant academic and behavior needs, have access to inclusive education with their peers in general education settings through a new initiative called the «Inclusive Practice Partnership Project.»
Through this work, we realize that schools need a framework for creating effective and sustainable behavior systems to support the academic efforts in their schools and include accountability components.
Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behavior.
These schools and districts have demonstrated, through a rigorous evaluation process that character development infused in the curriculum and schools showcased positive impact on the schools» academics, student behavior, and school climate.
A separate UCLA study found that Green Dot's high schools significantly lower a variety of serious risky behavior among students through increased retention and improved academic outcomes.
It is a multi-component digitized system for use with preschool through middle school students to help consistently screen, assess, and remediate key academic enabling behaviors and social — emotional skills.
Nickerson School District, South Hutchinson, Kansas, is home to the Leadership Enrichment and Academic Learning Academy, which works with 369 children in grades K — 12 to improve behavior and engagement in learning through community partnerships, notably with local universities.
For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19
Children who go through the program also seem to have better attendance, behavior, peer interactions and academic self - esteem.
Each year, CEP selects schools and districts that demonstrate through a rigorous evaluation process that their focus on character development has had a positive impact on academic achievement, student behavior, and school climate.
KIPP Bridge also has firm behavior and academic expectations that are coupled with numerous opportunities for rewards through trips and other incentives.
Students who develop these skills are less likely to participate in high - risk behavior and are more able to persevere through academic challenges (Solomon, Battistich, Watson, Schaps, & Lewis, 2000).
• Interview patients and their families or caregivers to determine type and extent of behavioral issues • Design, develop and implement individually placed programs to help them in countering their behavioral problems • Assist children in acquiring their desired academic goals through counseling and support with self - help skills • Provide counseling to patients individually or in groups depending on initial analysis • Communicate with family members to provide them with insight into patients» behavior problems and possible resolutions • Observe patients to determine changes in behavior over time and to provide them with emotional support during distressing periods • Contact patients» physicians and other specialists with a view to discuss problems as part of coordinated care programs • Assist in creating instructional materials for families and caregivers • Record patient information in an accurate and confidential manner in the facility database
Seneca Center 7/2002 — 7/2003 Classroom Counselor Conducted tutorial session to SED adolescents in academic courses, taught daily functioning skills and assisted in improving social abilities and relationships through modeling and behavior modification system.
• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner
I had been working on a number of academic marketing research projects for last two semesters, through which I developed insight of consumer buyer behavior and current marketing trends.
Parents of children in the full intervention condition were offered training in child behavior management skills when their children were in the first and second grades through a 7 - session curriculum called «Catch»Em Being Good, «42 which is grounded in the work of Patterson.43 In the spring of the second - grade school year and again in the third grade, parents of children receiving the full intervention also were offered a 4 - session curriculum, called «How to Help Your Child Succeed in School, «38 to strengthen their skills for supporting their children's academic development.
The results show that intervention through the elementary grades can have enduring positive effects on the academic development and health - risk behaviors of urban children.
There are a number of research - based SEL programs that enhance students» competence and behavior in developmentally appropriate ways from preschool through high school (Collaborative for Academic, Social, and Emotional Learning, 2013, 2015).
Through a series of developmentally appropriate thematic units and lesson plans, the program helps create a school and classroom environment that promotes the positive student behaviors that lead to greater academic success.
«I enjoy working with teenagers and young adults who find themselves stalled in their academic or career development due to anxiety or depression, often exhibited through poor school performance, addiction, or other self - destructive behaviors.
Committee for Children Committee for Children is a global nonprofit working to prevent bullying, violence and child abuse through social - emotional learning programs that teach kids how to stay safe, how to manage their emotions, how to solve problems, how to avoid risky behaviors, and how to improve their academics.