Sentences with phrase «caring relationship with a teacher»

Building caring relationships with teachers and other students increases the desire to learn, which sounds perfect to us!

-LRB-...) Similarly, caring relationships with teachers and other students increase students» desire to learn, and their confidence in their abilities to try harder».

Similarly, caring relationships with teachers and other students increase students» desire to learn.

Students who experience a caring relationship with a teacher are more motivated to learn.

Research suggests caring relationships with teachers help students do better in school and act more kindly toward others.

Researchers found black girls at Oakland Unified were least likely of all girls of color to report caring relationships with teachers and complained of being misjudged as disruptive and punished disproportionately for violating dress codes or reacting to sexual name - calling and touching, most often by other students.

Not exact matches

i work as a teacher and i like swimming reading and being with the wards i teach, i am sociable, jovial, loving, kind, caring, trustworthy and very humble, i also like playing pool in my free time, right now i am having my work shop in afrika and i joined this site to fine a loving, caring man who is serious for a relationship and a life time adventure, i am harmless and also good at everything, i intend to please my partner because i believe in true love and entire happiness, hope to find what am seeking here

Vicki recently spent two months in India at a school awarded the Peace Education Prize by UNESCO and the Hope of Humanity Award by the Dalai Lama in order to research their methods for developing teachers» ability to create caring relationships with students.

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.

Forsten, as well as many other teachers who have tried looping, believes the practice allows educators to develop rich relationships with students and their families, create trusting and caring classroom environments, and help kids overcome both academic and developmental obstacles.

Of course, most teachers care about having positive relationships with their students, but some teachers may be insufficiently prepared to deal with difficult students and classroom environments.

The road to resilience comes first and foremost from children's supportive relationships with parents, teachers, and other caring adults.

But she deeply cares if «teachers trust the principal at his or her word,» whether «teachers trust each other,» if students say teachers treat them with respect, and if parents say that a school's staff «works hard to build a trusting relationship with parents.»

As far as teachers are concerned, their number one role must be to establish caring and empathic mentoring relationships with their students, making the classroom an emotionally safe harbor where learning, achievement, success, and security are the norm.

This «academic care» is influenced by: personal qualities of teachers and their relationships with students; the curriculum and its ability to promote meaningful participation and positive learning experiences; the school's organisational structure and its ability to offer safety, support, trust, guidance and challenge; and links with the broader community.

To that end, the summit offered self - care sessions for teachers and opportunities for reflection on the relationships they build with their students.

Rubric B asks you to assess the extent to which a school you know well provides teachers with the opportunities to learn the behaviors that experts say are particularly important in building caring and trustful relationships with students.

Teachers, principals, and other adults focus on developing caring and trusting relationships with students that help them gain a deep understanding of each child's unique strengths and needs.

These teachers usually craft their classroom climate with care, building good relationships with and among their students and modeling the behaviors that they expect.

He shares data, and teachers collaborate on strategies to build caring relationships with students and to intervene on problem behaviors before they escalate.

She says student voice fosters students» sense of belonging by developing relationships with caring adults; improving interactions with teachers; and increasing students» sense of attachment to their schools.

Some of these traits are supporting a learning climate of continuous improvement for students and adults alike, a belief in doing what is best for student learning, practicing shared leadership and empowering teachers and students with a voice in the school, and building strong and caring relationships, among others.

Now I know she didn't just look after the teachers; she did a great job with student, parent and community relationships and she recognized the need to build a strong adult community of caring, trusting and highly skilled professionals in her building.

The opportunities she has had to work with masterful teachers taught her the importance of building caring relationships with students, establishing high expectations and providing all the support necessary for students to meet those expectations.

Learners should be well known by their instructors and have opportunities to develop strong relationships with caring adults, counselors, mentors, and teachers.

In that work, I found that families cared deeply about their child's success, but really desired a relationship with teachers.

Designed to provide young children with more stable relationships with teachers (a key component of quality), this program rewards teacher education and continuity of care.

Another school embraced Lisa Delpit's (2012) concept of a «warm demander,» with teachers committing themselves to balancing their high academic standards and expectations for classroom discipline with efforts to build strong, caring relationships with their students.

Rather than investing in a paddle, however, teachers should concentrate their efforts on building caring relationships with their students.

Relational dynamics of this sort have the effect of further complicating the victim's survival adaptations, especially when a superficially caring, loving or seductive relationship is cultivated with the victim (e.g., by an adult mentor such as a priest, coach, or teacher; by an adult who offers a child special favors for compliance; by a superior who acts as a protector or who can offer special favors and career advancement).

Created and implemented developmentally - appropriate curriculum that addressed all learning styles.Maintained daily records of children's individual activities, behaviors, meals and naps.Promoted good behaviors by using the positive reinforcement method.Established a safe play environment for the children.Distributed quarterly educational assessments, similar to report cards, to each parent.Supervised children on field trips to local parks, fire stations and zoos.Encouraged children to be understanding of others.Completed all required documentation for the National Head Start program.Developed professional relationships with parents, teachers, directors and therapists.Worked closely with the site director, family care workers, classroom teaching team and other specialists.Collaborated with colleagues on developing new classroom projects and monthly themes.

Developed professional relationships with parents, teachers, directors and therapists.Worked closely with the site director, family care workers, classroom teaching team and other specialists.

/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?

(2010) View Abstract Provides professionals in California child care facilities with guidance and strategies for creating partnerships with families, including establishing partnerships, developing two - way and multiway communication, ensuring the initial contact with the program sets the tone for a deeper relationship between teachers and family members, and setting the stage for developing trust in relationships.

Some of these traits are supporting a learning climate of continuous improvement for students and adults alike, a belief in doing what is best for student learning, practicing shared leadership and empowering teachers and students with a voice in the school, and building strong and caring relationships, among others.

Children who experience higher quality early child care characterized by better relationships with their care providers have subsequently better relationships with their teachers in school.30 Positive teacher - child relationships appear to persist over time, as shown by links found between the quality and style of early relationships with child care providers, subsequent relationships with care providers and preschool teachers, and relationships with kindergarten teachers.

The changing experience of child care: Changes in teachers and in teacher - child relationships and children's social competence with peers.

Relationship duration in infant care: Time with a high - ability teacher and infant - teacher attachment.

Other factors may influence children's success in school and life, including attributes of the child, family, previous child - care environments and the nature of relationships with teachers and peers.

Children's relationships with caregivers: Mothers and child care teachers.

The teaching of such skills is done most effectively in schools with a safe, caring environment and by classroom teachers and other staff with whom students have ongoing relationships.

The Child Care WAGE$ ® Project is designed to provide children more stable relationships with better educated teachers by rewarding teacher education and continuity of cCare WAGE$ ® Project is designed to provide children more stable relationships with better educated teachers by rewarding teacher education and continuity of carecare.

While a secure relationship with a teacher can not fully take the place of a close emotional bond with a parent, research has found that students who believe their teachers care about them do better academically and emotionally.

The connection between SEL and better learning is rooted in a safe and caring environment for the child, with a clear and confident relationship to a teacher.

It has even been suggested that teachers themselves are care - seekers who, in their turn, can gain considerable emotional security from relationships with students or even seek corrective emotional experiences from students that disconfirm and change initially insecure relational schemas (Golby 1996; Riley 2009).

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.

year Publication year, N total sample size, #ES amount of effect sizes, AC child age category of the child at the start of the program, Design research design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive behavioral therapy, PSBCT parent skills with behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating parents

Children's relationship with child care teachers: Stability and concordance with parental attachments