Sentences with phrase «achieve positive learning»

Not exact matches

The ultra-successful are able to redefine failure as part of the learning experience to achieve positive outlooks, and you should too.

POSITIVE LEARNING ENVIRONMENT To assure a peaceful learning environment where students achieve academic success, we have integrated the Peace Builders LEARNING ENVIRONMENT To assure a peaceful learning environment where students achieve academic success, we have integrated the Peace Builders learning environment where students achieve academic success, we have integrated the Peace Builders Program.

In her article, Ragalie stressed the whole - child approach to health that is reinforced by the values of the learning connection: «With American children spending more than 2,000 hours in school each year, it's clear that in - school wellness initiatives (e.g., Fuel Up to Play 60) and alternate school breakfast programs, can be an engine for positive change to help achieve wellness goals, including being a part of the solution to overcome food insecurity.»

Positive thinking and believing in yourself is a big part of learning a new skill or idea, so thinking that you can do it will help you actually achieve it.

The purpose of these coaching sessions is to learn more about ourselves, the affects that the moon has on our energy and how we can identify and release negative self - sabotaging behaviors and replace them with more positive ones in order to achieve our goals and dreams.

By achieving this you learn that chasing feelings, whether they be positive or negative is ultimately a pointless exercise as feelings and emotions are fleeting and come and go.

Vickie Bacon, a teacher and leading Apple Distinguished Educator who is passionate about enabling her learners to achieve their best, produces daily blog posts demonstrating the positive impact certain apps can have on a student's learning.

Mr Sherwood added: «The evidence shows that FLO has a positive impact on disengaged and vulnerable young people and highlights the importance of tailored casework to help them to take the lead in addressing their individual challenges, boost aspirations, achieve learning goals as well as pursue post-school employment, training and further learning goals.»

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

For the organizations, it is a step closer to achieving business goals out of the LMS and attaining a positive ROI on the learning initiative.

A learning management system brings along with it size - able investments, and proactive efforts towards making it learner - centric is a step towards achieving a positive ROI.

«The Make Your World Bigger Challenge is a great way for children to keep learning and achieving over the summer holidays, and to use screen time in a positive way.

Imagine what could be achieved if L&D focused 100 % of their resources on reaching 100 % of learning... Learning would feel personal and learners would become empowered — they'd be able to see improvements in their own skills, witness the positive impact that training is having on their daily lives and really internalise the idea that the training is useful learning... Learning would feel personal and learners would become empowered — they'd be able to see improvements in their own skills, witness the positive impact that training is having on their daily lives and really internalise the idea that the training is useful Learning would feel personal and learners would become empowered — they'd be able to see improvements in their own skills, witness the positive impact that training is having on their daily lives and really internalise the idea that the training is useful to them.

Teachers use positive words and tone to promote active learning, a sense of community, and self - discipline to achieve goals.

By consciously seeking to maintain a positive orientation, we can apply a more optimistic frame as we reflect on our learning experiences and abilities to achieve our goals.

«This is perfect for our school because we've been immersing students this year in setting learning and social goals to help them achieve positive growth as individuals,» said Ms Cascio.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well - being, and better achievement; the culture, ethos and environment of a school influences the health and well ‑ being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

Using school - wide and classroom research - based positive behavioral supports for achieving important social and learning outcomes.

According to Collaborative for Academic, Social and Emotional Learning (CASEL), social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisionsLearning (CASEL), social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisionslearning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

The Hope Study was created to discover whether a radically non-traditional learning environment would achieve more positive results.

According to CASEL (the Collaborative for Academic, Social and Emotional Learning), social - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible deLearning), social - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible delearning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

The Core Curriculum, differentiated learning and giving teachers the training, tools and time to succeed in achieving responsible and realistic bench marks in general education classrooms is already having meaningful and positive impacts.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines SEL as «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

«Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

«The Child Nutrition, Integrity and Access Act is an important and promising first step toward incorporating the local school district governance perspective in implementation of school meal programs, and ensuring a healthy and positive learning environment for children to achieve their full potential,» stated Thomas J. Gentzel, Executive Director, National School Boards Association, in the letter.

Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

AF can learn — and has learned — from positive behavioral approaches pioneered in high - achieving, traditional public schools.

Social - Emotional Learning: The «process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions,» is the definition of SEL according to CASEL.

These findings support Facing History's role as a leader in social emotional learning, the process of acquiring the knowledge, attitudes, and skills to understand and manage emotions, achieve positive goals, feel and show empathy, maintain healthy relationships, and make responsible decisions.

With a focus on SEL in instruction, children are more likely to acquire and learn to effectively exercise the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, and establish and maintain positive relationships.

There is a need to study this changing environment to determine conditions under which positive effects on learning outcomes may be achieved.

However, empowering employees and creating positive learning conditions can help them navigate the challenges and achieve their goals.

Furthermore, FUNecole ® students learn how to set and achieve positive goals while addressing complex problems.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines social emotional learning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions respLearning (CASEL) defines social emotional learning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions resplearning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions responsibly.

Through SEL, kids learn how to manage their emotions, set and achieve goals, overcome obstacles, and develop healthy relationships — skills necessary to succeed in school, be prepared for the workforce, and lead positive and healthy lives.

According to CASEL (the Collaborative for Academic, Social, and Emotional Learning), students who have strong social and emotional skills have the ability to self - regulate, understand, and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Local Evaluation Each grantee must conduct an annual independent local program evaluation to assess its progress toward achieving its goal of providing high - quality opportunities for academic enrichment, and positive student learning outcomes.

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.»

Effort exerted to achieve includes such variables as achievement and productivity, long - term retention, on - task behavior, use of higher - level reasoning strategies, generation of new ideas and solutions, transfer of what is learned within one situation to another, intrinsic motivation, achievement motivation, continuing motivation to learn, and positive attitudes toward learning and school.

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Successful teachers know how to create positive relationships and transform classrooms into safe, high - achieving centers of learning.

focuses on helping students and staff «acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions» [Collaborative for Academic, Social, and Emotional Learning (CASEL)-RSB-.

Canadian School Libraries has created several new webpages and downloadable flyers to help you make the case to decision - makers and school administrators for the positive influence of the learning commons model on student success and achieving school goals.

The Office of Equity provides leadership in education and compliance for all equity - related issues and in the development and enhancement of diversity and equity so that each student can achieve her or his maximum potential in a positive and safe learning environment.

Cats work out which sounds elicit suitable responses from humans (positive feedback) and learn to make those sounds in order to achieve a particular aim e.g. for a door to be opened.

As Dog Day Afternoon's Day School trainer, she uses reward based, positive reinforcement techniques to help dogs become well - mannered family pets, and helps their owners learn techniques to achieve this goal.

That said, I can at least report that Ullman is generally positive about MOOCs as they gave her a little bit of hope of achieving a more even distribution of technological knowledge, despite their flaws and prejudices (for instance, she was annoyed by an overabundance of Big Bang Theory jokes in a course she audited as she felt it may leave some feel like cultural outcasts while they try to learn something that is already foreign to them).

Consistent with this, Leah Christensen's study of law students showed that learning goal - orientation, which is sometimes called «mastery goal - orientation,» correlates positively to law school class rank (i.e., learning - goal oriented law students are more likely to achieve high class rankings).108 However, the relationship between goal orientation and performance is complex.109 Illustrating this complexity, in addition to revealing a positive correlation between learning - goal orientation and law school rank, Christensen's study also revealed a positive correlation between performance goal - orientation and LSAT scores (i.e., performance - goal oriented students were more likely to achieve high LSAT scores) and no correlation between performance goal - orientation and law school class rank (i.e., performance - goal oriented students were equally likely to have high or low class ranks).110

With advances in machine learning like Rank Brain, Google is moving closer and closer to an engine that will be able to understand search queries as if searchers were asking a real human however until that is achieved, making simple improvements like those listed above and those in Google Webmaster Tools [7] can have a positive impact on a site's position in search.