Sentences with phrase «attitude about classroom»

It is important to find out the reason behind the principal's attitude about classroom volunteers.

Not exact matches

It is distressingly banal to reduce Paul's language about sin and grace, about disobedience and love, to the level of cultural attitudes (toward, for example, «imperial ideology»), though such a reduction often passes itself off as theology in some seminary classrooms today.

A program that brings live fish into classrooms to teach the fundamentals of biology not only helps students learn, but improves their attitudes about science, a new study finds.

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.

Popham argues that assessment in the United States has suffered from six crucial, recurring problems: too many curricular targets; the underutilization of classroom assessment; preoccupation with instructional process; the dearth of «affective» assessments, i.e., those focused on attitudes, interests, and values; instructionally insensitive accountability tests; and the reality that educators «know almost nothing about educational assessment.»

Along with academic proficiency data, schools also receive fascinating and useful survey data about their views and attitudes on classroom discipline, relationships with teachers, self - efficacy, and motivation.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

Teachers were also involved and asked about their preparation and experience, pedagogical practices, use of technology, assessment, assignment of homework, school and classroom climate, and their own attitudes towards reading.

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).

Success in the classroom doesn't come from any single thing — it's about the right mix of attitude, habits, and effort.

Technology has the potential to reshape teacher education: «It has become a catalyst for challenging our attitudes, long - held beliefs about the way things have always been done, classroom practices and the way students learn» (Willis & Raines, 2001, p. 3).

The ease with which they willingly stumbled through learning the technology that would enhance their lessons communicated attitudes about their comfort in the classroom, their philosophies about classroom management, their perception of equal access, and their impressions of technology being relevant to real - world experiences.

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.

In the classroom, teachers need to be able to learn things on the fly, they need to teach themselves new technologies as they come out and they need to have a very courageous and adventurous attitude about technology in classrooms.

, had a conversation with your child's teacher who may have talked to you about their «disruptive» behavior in the classroom, your child not wanting to share what's bothering them as you notice a change within their attitude and behaviors or a life transition event occurred that's impacted their behavior and emotional responses.

A child is seen as successful in school when a positive attitude about school and learning is developed; supportive social ties with teachers and classmates are formed; comfortable and positive emotions, as well as positive engagement and participation in the classroom, are experienced; and academic achievement and progress are shown.

A child can be seen as successful in school when she or he: (a) develops positive attitudes and feelings about school and learning, (b) establishes supportive social ties with teachers and classmates, (c) feels comfortable and relatively happy in the classroom rather than anxious, lonely or upset, (d) is interested and motivated to learn and take part in classroom activities (participation, engagement), and (e) achieves and progresses academically each school year.

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).

These reviews showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school for students who participated in SEL programs (Payton et al., 2008; Durlak et al., 2011).