Sentences with phrase «between teacher and child»

Her commitment to early childhood educators and her belief that the relationship between teacher and child is the foundation for all learning in the early childhood classroom is reflected in all of Teaching Strategies» products and solutions.

«The interaction and the relationship between a teacher and a child is the foundation for all learning in early childhood education,» said Kai - leé Berke, lifelong early educator and Chief Executive Officer of Teaching Strategies.

Moreover, the key to a high - quality program is what happens inside the classroom or family child care home, namely the interactions that take place between the teacher and child.

Effective partnerships between teacher and Child and Youth Care worker: Experiences at Storefront School, British Columbia - Hughes

Specifically, training should be provided which addresses critical aspects (e.g. clear expectations established between teacher and child) associated with the use of corporal punishment in school settings.

«It is within the relationship between a teacher and a child that learning takes place.»

Studies have shown that, when it comes to a childs successful educational progress and social development outside the home, the most important relationship is not the one between the parent and child or between the teacher and child; the relationship that matters most is the one between the childs parents and teachers.

«Studies have shown that, when it comes to a child's successful educational progress and social development outside the home, the most important relationship is not the one between the parent and child or between the teacher and child; the relationship that matters most is the one between the child's parents and teachers.»

Interestingly, the quality of the relationship between a teacher and child played a critical role in the children's behaviors.

What is striking about the «professional learning cycle», based on Timperley's work and used by some schools in Australia, is that it resonates so much with what we know about feedback loops for dialogue between teachers and children.

In a healthy school culture, appreciation flows between teachers and children, parents and staff, staff and parents, and so on.

Robyn Ewing (Ewing, 2010) highlights the power of Drama as a means of increasing student agency by «authentically sharing power and risk - taking» (Ewing, 2010, p. 41) between teachers and children.

Classroom quality, as rated by observers on dimensions such as space and furnishings, personal - care routines, and interactions between teachers and children, has also been shown to affect outcomes for children.

There is also mounting evidence that close relationships between teachers and children are an important part of creating high - quality care environments and positive child outcomes.

Having fewer students in a classroom and more staff facilitates high - quality interactions between teachers and children.

Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic work in

Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children.

Once ECE program leaders know how they compare and where they need to improve, they need effective tools and strategies, along with professional development opportunities such as coaching, to improve the interactions between teachers and children in their classrooms.

You should drop in and watch for plenty of interaction between teachers and children and see if they actually follow their philosophy statements.

Teachstone has its roots in one bold purpose: to capture the most important aspect of learning — the relationships between teachers and children — while providing the supports needed to strengthen these relationships.

It promotes strong connections between teachers and children, and improvements in student behaviour (attention, self - regulation, engagement, compassion).

Importantly, teachers» reports of relationship quality are unique predictors of children's school functioning above their direct reports of student behavior, which supports the validity of such reports to capture the nature of dyadic relationships between teachers and children (Hamre and Pianta 2001).

Teachers» use of RC practices was associated with students» improved reading achievement, improved closeness between teachers and children, prosocial skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years» performance.

Having fewer students in a classroom and more staff facilitates high - quality interactions between teachers and children.

Consultants work with teachers to improve the care offered to all children in their classrooms by helping identify attitudes, believes, practices, and classroom conditions that might undermine quality relationships between teachers and children.

Not exact matches

The primacy of the family in education rests upon the spontaneous devotion of parents to their children — a devotion that supplies a model for the relation between teacher and pupil and that is undermined when education is regarded as a direct responsibility of the state.

The leadership structure in most congregations operates as if a three - way division of labor between parents, Sunday School teachers, and pastors still exists and is adequate to the spiritual formation of children and youth.

§ 2 There must be the closest cooperation between parents and the teachers to whom they entrust their children to be educated.

In the movie Children of a Lesser God there is a stormy love affair between Sarah, deaf and mute, and James, a teacher at a school for the deaf.

Signing up for something at the library or asking your child's teacher for assignments, or using educational apps or computer games helps to take some of that struggle between parent and child away.

Most of the work is individual work between fathers, children and teachers.

The sacred bond that is birthed in early childhood between the teacher and student grows and transforms when the child enters the grades.

Using a folder that goes back and forth between you and your child's teacher is one way to share notes about progress.

«The impact on our children, our school, and on the relationship between teachers and students — BIC has done so much for my kids,» she shared.

But the researchers did find two positive associations between working motherhood and well - adjusted children: kids whose mothers worked when they were younger than 3 were later rated as higher - achieving by teachers and had fewer problems with depression and anxiety.

Parents and teachers then reported on children's conduct problems - such as getting in fights or having difficulty paying attention - between age four and 10.

One morning a week, the program provides gentle support for new parents in their role as their child's first teacher, and a gentle transition between home and school life for the young child.

Conscious cooperation and collaboration between parents and teachers and among community members is the healthiest environment in which to educate children.

The class teacher presents the main academic subjects, coordinates with the special subject teachers, and provides the link between home and school, thereby carefully nurturing each child's potential.

Oftentimes teachers can suggest books their students have enjoyed in the past and these recommendations can mean the difference between your child embracing reading or viewing it as a chore.

The Centers for Disease Control and Prevention (CDC) reports that between 4 to 6 percent of children in the United States have one or more food allergies and that approximately 90 percent of schools have one or more students with a food allergy.4 The CDC developed voluntary guidelines to help staff, teachers and students create a healthy school environment for children with food allergies.

Consider getting written statements from teachers, coaches, even your neighbors if they have first - hand knowledge of the relationship between you and your child, and the relationship between your child and your ex.

While not all mothers are able to breastfeed, Attachment Parenting International recognizes that breastfeeding — as well as breastfeeding behaviors while giving a bottle of pumped breastmilk — is one of nature's best teachers of new parents in how to sensitively and consistently respond to their baby as well as learn to develop the reciprocity of a healthy relationship between parent and child.

If you feel there's a complete mismatch between your child and the teacher, request for your child to be moved to another classroom.

In fact, according to many teachers and parents I meet many children» birthday parties are creating rifts between children, leading to alienation for those left off the party list.

«Not to mention the fact that over the last 16 years — between No Child Left Behind and Race to the Top — there has been this major change in how we talk about and treat teachers,» Tough said.

As big people, we know the importance of a positive connection between our child and his teacher.

Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7

A 1990's evaluation of the Parents as Teachers (PAT) program also failed to find differences between groups on measures of parenting knowledge and behaviour or child health and development.17 Small positive differences were found for teen mothers and Latina mothers on some of these measures.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).