Sentences with phrase «academic behaviors other»

Not exact matches

If this model of self - interested behavior oriented to material gain were used only in one academic discipline and successfully countered by models used in other disciplines, the consequences might not be culturally serious.

Dr. Jerry's popular speeches, lectures and seminars have presented assemblies of students, teachers, parents and administrators with practical approaches on how today's teens can overcome the trials and tribulations of growing up, from coping with bullying to meeting parental academic expectations to walking away from drugs and other self - destructive behaviors.

However, openly uncooperative and hostile behavior becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and developmental level and when it affects the child's social, family and academic life.

Included in the CCSS are Standards for Mathematical Practice, many of which focus on academic behaviors and attitudes such as perseverance, constructing viable arguments, critiquing others» arguments, and paying attention to precision.

«I speculate that yes, some academics consider «the field» as different from other workspaces such as the office, lab, or classroom in such a way that relaxes or suspends workplace norms of behavior,» Hinde wrote in a follow - up email.

The study, which appears in academic journal Brain Imaging and Behavior, also reports that participants were subjectively more preoccupied with food at night even though their hunger and «fullness» levels were similar to other times of the day.

«Not only do these mice have trouble learning and remembering, they can't perform some other normal daily behaviors such as building a nest,» adds C. Ronald Kahn, M.D., senior author on the paper, Joslin's chief academic officer and the Mary K. Iacocca Professor of Medicine at Harvard Medical School.

For instance, some magnet schools» admission criteria solely focus on academic ability and achievement, while others include behavior, request for recommendations from teachers / counselors, and written essays.

Reality: While it's true that younger students, whether they be elementary school students or freshmen at your high school, need a more fundamental set of skills for both academics and behavior, students of all ages can work to know themselves better, relate better to others, and make responsible choices.

A majority of parents and school officials believe that children who are troubled, whatever the cause, not only demonstrate poor academic performance and inappropriate behavior in school, but also adversely affect the learning opportunities for other children in the classroom.

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).

At Haut Gap Middle and other Charleston, S.C., schools, educators say PBIS has transformed student behavior and increased academic performance.

While having less experienced teachers probably didn't help these kids» academics, their poor behavior and lack of interest in school made these teachers» jobs harder and often caused them to move on to other schools.

Some US schools and districts (mostly elementary schools that worry less about the impact on college admissions) are experimenting with ditching grades in favor of various other reports of academic mastery, sometimes coupled with separate assessments of behavior or character traits (grit, citizenship, empathy).

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

One final point, researchers at Berkeley surveyed 400 students ages 12 - 14 and found that students «who were more likely to be grateful to others showed higher academic interest, grades, and extracurricular involvement, and had lower interest in risky behaviors.»

Parents can ask for the evidence that is being used in support of a retention decision, including examples of their child's academic performance, standardized test results, and other related measures, including the student's history of behavior in class and emotional maturity.

«Producing better behavior and academic engagement from our students starts with trying to understand where they are coming from, and helping them better understand themselves and each other.»

Parent resource sections include information on bullying, behavior and discipline, social skills, stress management, emotional well - being, academic skills, and learning activities, among others.

Similar to other academic assessments within FastBridge, teachers access SAEBRS by clicking on an available «clock» and for each student answer 19 items concerning student behavior.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Some schools use restorative assessment surveys and student reflective discussions to identify how to successfully approach a problem to achieve academic success (i.e. see Restorative Assessment by Laura Greenstein) while others use a schoolwide Positive Behavior Support System (PBIS).

These programs help to increase homework completion, improve student academic achievement, and aid in the development of skills and behaviors important for academic success such as attendance, getting along with others, motivation to learn, participation in classroom activities, and positive classroom behavior.

Overview Building on the brief, Predictors of Postsecondary Success, which summarizes research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success, this webinar explored the development and use of the National College Access Network ’s

Overview As part of our series building on the brief, Predictors of Postsecondary Success, which summarizes research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success, this webinar provided an overview of workforce data and

The new faces come at a time of sweeping changes to public education in the city and across Wisconsin with regard to evaluating teachers, academic standards, testing and addressing behavior, among other things.

Research has found that SEL techniques can improve behavior and academic performance, lessen absences and provide more attachment to school; it also improves behavior at home and in other settings.

Do classroom teachers believe the youth attending your program are making academic progress, successfully completing homework, and building other skills and behaviors needed for engagement in school?

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

In contrast to the more negative connotation of the term dominance as forceful control or command over others, they define dominance as the teacher's ability to provide clear purpose and strong guidance regarding both academics and student behavior.

This unsupervised time puts children at risk for negative outcomes such as academic and behavioral problems, drug use and other types of risky behavior, yet schools with a need to slash costs in an era of constrained budgets often choose to scrap their afterschool programming.

KIPP Bridge also has firm behavior and academic expectations that are coupled with numerous opportunities for rewards through trips and other incentives.

All of the 2012 National Schools of Character serve as models and mentors, helping other educators transform their school cultures and improve academics and behavior.

We provide you the best dissertation topic services in academic discipline such as geography, medicine, MBA, civil engineering, consumer behavior and many others.

If your pet has a serious behavior problem that puts him, people or other animals at risk, or if he's developed a problem that causes him significant stress, seek an expert with both academic training (either a master's or doctoral degree) and practical experience.

In addition to addressing matters like fire safety and drug use, the document would forbid «deliberate or knowing disruption of the free flow of pedestrian traffic on Cooper Union premises» and «behavior that disturbs the peace, academic study or sleep of others on or off campus.»

He (Mann) stated that he never deleted emails at the behest of any other scientist, specifically including Dr. Phil Jones, and that he never withheld data with the intention of obstructing science; and he stated that he never engaged in activities or behaviors that were inconsistent with accepted academic practices.

• 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

Poverty, living in homes and / or communities in which violence, drugs, and other negative risk factors are present, abuse, violent or delinquent behavior, low self - efficacy, academic failure, truancy / suspension from school, avoidance of reading or other «academic» endeavors, depression, short attention span, withdrawal, lack of appropriate social skills, anger, substance use, aggression, sexual activity / teen pregnancy, and grief

When accounting for other factors, such as parental behavior, poverty accounts for up to 50 percent of children's academic, social and behavioral problems.

While some students are fluent in social skills and therefore able to interact appropriately with peers and teachers, others might not have learned to perform socially appropriate behaviors and, therefore, are at risk of low academic achievement and developing antisocial lifestyles (Walker et al., 1996).

These problems include attention deficit disorder; externalizing problems such as aggression, anger, conduct disorder, cruelty to animals, destructiveness, oppositional behavior and noncompliance, and drug and alcohol use; internalizing problems such as anxiety, depression, excessive clinging, fears, shyness, low self - esteem, passivity and withdrawal, self - blame, sadness, and suicidal tendencies; symptoms of post-traumatic stress disorder such as flashbacks, nightmares, anxiety and hypervigilance, sleep disturbances, numbing of affect, and guilt; separation anxiety; social behavior and competence problems such as poor problem - solving skills, low empathy, deficits in social skills, acceptance, and perpetration of violence in relationships; school problems such as poor academic performance, poor conduct, and truancy; somatic problems such as headaches, bedwetting, insomnia, and ulcers; and obsessive - compulsive disorder and other assorted temperamental difficulties.

Broader and longer - term benefits also accrue from improvements in social relations with others and reductions in delinquency, antisocial behavior, school dropout, academic failure, and mental health problems.

Includes articles about sleep timing and quality; racial / ethnic differences; role of sleep disruptions in emotional security and academic achievement; behavior development; marital relationship in the 1st year of life; family stress and insomnia; and other effects of sleep disturbances on family dynamics.

This course is designed for parents of children aged 3 - 9 years and covers a range of topics including: play, routines, behavior issues, time - out for bad behavior, problem solving, limit - setting, consequences, social and academic skills among others.

This practical sourcebook is designed for psychologists, counselors, social workers, school consultants, special educators, and other health care professionals who provide services to or seek knowledge of effective strategies to improve the classroom learning environment, raise academic achievement, and improve student behavior and social competence.

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV), conduct disorder is present when a child or adolescent (1) repetitively violates the rights of others or violates age - appropriate social norms and rules, and (2) this pattern of behavior causes significant impairment in social, academic, or occupational functioning.

As college professors, we see the mental health challenges our students are facing and the associated impacts on their academic performance, coping ability, interpersonal relationships, and tendencies toward excessive drinking and other risky behaviors.

There's now evidence that well - run, well - implemented social emotional programs have a clear impact on not only academics, but on kids» behavior, both reducing some of the negative behaviors like anxiety and depression and also promoting positive behaviors like getting along with others and working in groups.