Sentences with phrase «deeper relationships with students»

However, what effect does reducing class size have on the ability for teachers to develop deeper relationships with their students?

Discussions along these lines can lead to deeper relationships with students because the teacher is interested in the connections they are making in students» lives and in their communities.

She's passionate about the power of No - Nonsense Nurturer and has seen hundreds of teachers find the bandwidth for more rigorous instruction and deeper relationships with students after engaging with Real Time Teacher Coaching.

Particularly at the beginning of the year, before you've had a chance to develop deeper relationships with your students, kernels can offer useful approaches to classroom management.

As a result, teachers develop a deeper relationship with students and families and become members of the communities they serve.

For new or struggling teachers, NNN provides them with a way of thinking and strategies for success so they can begin to build trusting, success - driven classrooms and eventually build deep relationships with their students.

Not exact matches

At a very deep level, the Ph.D. process is one in which a grad student starts off in a sort of child - parent relationship with his or her advisers.

using yoga, other movement modalities and breath work to help his students to address pain and dysfunction, as well as to develop deeper relationships with their bodies.

Our dedicated instructors continuously work to add a deeper meaning to their student's relationship with a yogic lifestyle.

(For a deeper role, catch Mr. Chalamet in the film «Call Me by Your Name,» in the awards - worthy role of an awkward gay lad who is feeling out his identity through a relationship with an older student in Italy.)

Evidence from our evaluation of Learning Away shows that they can, and commonly do foster deeper relationships particularly between students and with teaching staff.

As I have had the privilege to visit 100 + schools and interact with several thousand educators in the last two years, I have distilled key elements of this transition, and the deeper I look, the more I am convinced that THE key element of a successful redefinition of learning requires a reboot of the fundamental relationship between teacher, student, and knowledge.

Personal best goals were correlated with a range of positive variables at Time 1; however, at Time 2 the effects of personal best goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time 1 factors, suggesting that students with personal best goals show sustained resilience in academic and social development.

Instead, they can turn their attention to developing students» habits of success by creating deep personal relationships with students.

Underpinning these efforts are positive and caring relationships; a deep belief that every student is capable of successful learning; and a curriculum that is explicit, coherent, sequenced and shared with parents and families.

Inviting parents — and sometimes students — to participate in a book discussion group with teachers has led to better relationships between teachers and parents and a deeper understanding of current education and child - rearing issues.

The only way through is to talk openly about the dark places we can go when we're deep in relationship with these students.

Summer learning programs provide struggling students with additional learning time to catch up with their peers, establish deeper relationships with their teachers and other positive adult role models, and participate in experiential learning activities (eg.

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.

This in no way means we are trying to replace the teacher with the technology; rather, we are leveraging the technology to allow for «High Touch», the cultivation of deeper, more meaningful relationships with our students.

«We're just going deeper with it,» said Lindberg third - grade teacher Lisa Duernberger, who added a line to the interest surveys she has her new students fill out each fall in a nod to the district's increased emphasis on trust and relationship - building.

Mission's school - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its students.

means that students work and live in a community with deep peer and adult relationships.

Developing students into leaders, and in particular activating them to help their peers learn and thrive in school, helps students form deep, authentic relationships with each other.

Students begin with an examination of the relationship between the individual and society, reflect on the way humans divide themselves into «in» groups and «out» groups, and dive deep into a case study of the Weimar Republic and the Nazi Party's rise to power in Germany.

+ Maintain professional relationships with pupils, parents, colleagues and supervising staff members + Keep anecdotal records about student behavior and progress for use when generating IEPs and in conferences with parents Voices Academies Intervention Teacher candidates will have the following Requirements Required Qualifications: + Bachelor's degree required + CA Credential: Multiple Subject or eligible for intern credential + Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) + Knowledge of subject matter, including California Common Core Standards + Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low - income communities + Excellent oral and written communication skills in English and Spanish.

Strong, trusting relationships are at the center of both SEL and culturally responsive teaching, where «teachers believe that each student brings with them strengths that are rooted in attributes of their learned «deep culture.

When students can control their emotions and behavior, build relationships with their teachers and peers, and receive additional support on personal challenges, it clears away clutter to focus on improved academic performance and deeper connectedness to school.

• Identify specific student groups whose needs are not being met; • Work closely with principals and teachers to change adult behavior and provide conditions in which students who have historically struggled can thrive; • Change system policies and practices that are barriers to students» success — school discipline and access to culturally relevant pedagogy are two key areas; • Engage parents to become involved in their children's education and empower them to be advocates; • Work with students through teachers and mentors to cultivate deep relationships and trust; • Provide students with leadership and advocacy opportunities to build agency.

Interwoven with Hannah's struggle to be recognized as an astronomer is her love affair with Isaac Martin, a young man whom she takes on as a student before developing a deeper relationship that threatens her standing in the community and changes her beliefs about work and love.

For building customer relationship assignment, deep knowledge of CRM is required and with the other college activities and studies, it becomes difficult for students to cope with customer relations management assignment writing as well.

ASA ® develops deeper relationships with the higher education community, and begins to offer educational programs around early awareness and debt management for college students.

By giving adults tools for being in relationship with each other, self - awareness and support, this work can create peace and dignity for all students and challenge deep inequities in our communities.

She and Terry trained a network of Positive Discipline facilitators to lead parenting workshops and work in schools, and in 2007 founded Sound Discipline with the vision of building healthy communities and a more equitable society by supporting educators, physicians, students and parents to build relationships founded on deep mutual respect.

Ambassadors serve two roles: a personal point - of - contact for faculty, staff, and students to raise awareness of CRE and encourage deeper engagement with CoreNet Global; and a relationship manager for CoreNet Global with institutional memory and knowledge.