Sentences with phrase «does teacher attitude»

What role does teacher attitude play in the development of linguistically inclusive classrooms?

Not exact matches

The poll on education funding, done by Environics Research for the Alberta Teachers Association, dealt only with public attitudes about public funding for private schools.

Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good behavior, scores, or attitudes (grades simply are not enough of a motivational tool).

Helping students make the shift in attitude that Sommers describes can seem daunting in our current educational climate, where performance is valued over learning, and where parents and teachers often resort to questionable motivational techniques («if you don't do well, you'll end up working at McDonald's») to encourage students.

Speaking on Abusua Nkommo hosted by Kwame Adinkrah, he indicated that President Akufo - Addo and his government's lackadaisical attitude towards teachers in the country especially NAGRAT clearly depicts that he does not recognize the good job teachers are doing in the country under his over rated leadership.

Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME teachers felt their school or college was not seriously committed to addressing their professional development needs and aspirations; 63 % of BME teachers said their employers were not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME teachers felt the Government does not respect and value teachers and does not understand the day to day realities of teaching (99 %); three quarters of BME teachers said they were not confident that their headteacher will make professional and fair decisions regarding their future pay.

Mary Bousted, general secretary of the ATL teaching union, said that, in the past, teachers did a lot of work to counter such attitudes.

So how does an administrator respond to a teacher that demonstrates an attitude of change?

Teachers taking part in the survey will be asked what they do with data and where they get it from, as well as perceptions of and attitudes toward aspects of data use.

A motivational problem is not always easy to define, although teachers usually have no trouble recognizing it: The unmotivated student is the one whose attitude toward schoolwork screams, «I don't care!»

We will also learn a lot about what schools and teachers in different countries are doing to promote the knowledge, skills, attitudes, and values that make people globally competent.»

In that process, I went through the typical three - stage teacher - attitude cycle (this parallels research done by Frances Fuller and John L. Watzke):

Individually, teachers contribute to that positive environment by exhibiting and modeling an optimistic outlook and can - do attitude.

The positive or negative things we say and do as teachers in the classroom have a great influence on student learning — which is a good reason, says Rob McEwan, to plan for positive attitudes.

They say examples of parent perceptions include teachers being «bogged down» by the curriculum and not having enough time to teach the basics, differing attitudes (some are enthusiastic and encouraging and others less so), and that they don't understand every child has their own way of learning so they can't provide the right support.

On the other hand, in a toxic school environment, «teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude» prevails, notes Peterson.

Does the school support efforts to develop healthy and beneficial attitudes and beliefs among administrators, teachers, and school personnel (and students) regarding teaching, learning, and student capabilities?

When students had teachers who didn't look like them, the study found, they reported lower levels of these feelings and attitudes.

The age of the teachers doesn't seem to have anything to do with their attitude toward technology, however; some of my most proficient users are older teachers.

Many studies have documented teacher beliefs and attitudes as being factors that explain why they may or may not use technology in the classroom (Ertmer & Ottenbreit - Leftwich, 2010; Hutchison & Reinking, 2011; Miranda & Russell, 2012; Overbay, Patterson, Vasu, & Grable, 2010; Smerdon et al., 2000; Wohlwend, 2010), although teachers themselves do not necessarily report their own beliefs as being an obstacle for doing so.

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).

However, all three principals agree that once people start seeing the impact of the work they're doing, behaviors and attitudes of both students and teachers change.

Erikka says her peers tend to have a «why should I care» attitude because they don't think their teachers care much about what they have to say.

This is the wonderfully refreshing, optimistic, can - do attitude found among charter school teachers that drew me to the charter movement in 2003.

Other staff members suggested that parents» attitudes and behaviors were a part of the school reform problem, noting that students don't «come to school motivated to learn, with respect for teachers» and that parents need a long - term commitment.

To do this will require that teacher preparation programs, particularly the colleges of education, adopt the attitude and strategy that the leading business schools were forced to adopt a number of years ago to avoid irrelevancy — become customer driven, which for the colleges of education means becoming primarily student achievement driven.

When I hear their complaints, and I hear it often having a family of teachers on all sides of me, it usually has to do with administrative decisions and parent attitudes toward teachers / schooling.

I was surprised to learn that high - implementing teachers did not always show the greatest student gains in social skill knowledge and attitudes.

Mr Hinds's speech emphasised how much the attitude had moved since then, saying he did not want teachers to face «stress and anxiety» from the «fear of being forcibly turned into an academy».

In order to make a true difference in attitude, teachers need time (and money, as necessary) to do professional reading and reflection (professional journals, discussion, writing), attend regional or national multi-day conferences, conduct peer and self observations and analysis, and / or perhaps join a Critical Friends group.

When we teachers begin to think differently and connect with other teachers who have a can - do attitude, we can change things.

The exemplars that follow indicate that this is possible — both through larger, comprehensive models, and through relatively simple, smaller - scale shifts in attitudes and practices by administrators and teachers that don't require new or significant infusions of funding.

Brill worries that large numbers of teachers take the lazy attitude that student poverty is an excuse for failure, and do not hold all students to high standards.

Worse, the attitude that if a child fails a test she should take comfort that it is only a «brief failure» is completely out of touch with the severely punitive nature of high - stakes testing these days, in which a low test score can mean a student does not graduate, teachers are fired, and whole schools are shut down.

In addition, students in the DC voucher program «rated their teacher's attitude» no better than students who did not participate in the program.

Parents and teachers — if they commit to working together and don't get intimidated by the big bucks and attitudes of reformer groups like SFC, DFER, and the like — can still win.

How frequently do you engage in your own self - reflection and self - assessment of your attitude toward yourself as a classroom teacher, your attitude toward your students, and your attitude toward your practice as a classroom teacher?

KW - early school age, the change pattern of problem behaviors, maternal parenting attitude, classroom peer relationship, student - teacher relationship, competence DO - 10.15703 / kjc.9.3.200809.1283 UR - http://dx.doi.org/10.15703/kjc.9.3.200809.1283 ER -

We are very pleased with the accessibility to both the teachers and adminstration and really love the «can do» attitude that promotes positivity at the school!

I do not like this school at all the teachers and staff automatically think you speak Spanish and then give you attitude when you don't.