Sentences with phrase «effective emotional environment»
There are other ways for teachers to create an effective emotional environment.
https://www.edutopia.org/ Not exact matches
It was immediately clear to us that the outcomes identified by our camps were closely aligned with the current education research on social and emotional learning (SEL) and effective learning environments.
A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.
A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well - being, and better achievement; the culture, ethos and environment of a school influences the health and well ‑ being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.
[171] As a result, in paragraph (b)(1), we propose to require mental health consultation to support teachers because warm and responsive teacher practices and effective classroom management are critical to helping young children maintain or achieve healthy emotional well - being and to creating a classroom environment conducive to learning.
; and «is your staff supported and encouraged in efforts to create effective learning environments that support a myriad of student learning and emotional needs?»
What do those differences tell you about the key emotional attributes of truly effective assessment environment?
The state is also implementing a tiered system of support that is a data - driven decision making framework for establishing the academic, behavioral and social - emotional supports needed for schools to create effective learning environment for all students.
Key responsibilities of school leaders regarding this issue include creating a safe and nurturing school environment, supporting the physical and mental health of children, fostering their social and emotional well - being, and being prepared to address teen suicide through effective communication and support.
By prioritizing social and emotional learning, schools create safe, supportive, and effective learning environments for their staff and students.
For example, classroom conditions such as teacher expectations, availability of learning supports, and safety affect student self - confidence, mindset, and performance.69 Optimal school and classroom settings create safe spaces for social and emotional learning, and in turn, effective SEL programs establish caring learning environments and improve classroom management and teaching.
The Virginia Tiered Systems of Supports (VTSS) is a data - driven decision making framework for establishing the academic, behavioral and social - emotional supports needed for a school to be an effective learning environment for all students.
Her research focuses on identifying effective social - emotional teaching practices and the formation of educational environments that promote teacher and child well - being.
Educators and students strengthen their social skills and improve emotional health in order to create environments where effective teaching and learning can occur.
Creating a Safe, Effective Environment, Health Promotion and Maintenance, Nursing Skills, Health Care Administration, Patient Services, Verbal Communication, Listening, Training, Dependability, Emotional Control, Medical Teamwork
Health Promotion and Maintenance, Creating a Safe, Effective Environment, Hospital Environment, Nursing Skills, Objectivity, Attention to Detail, Emotional Control, Professionalism, Informing Others, Verbal Communication, Medical Teamwork
Professional Experience National Association Family Institute (Waterbury, CT) 8/2009 — Present Program Coordinator • Formulate and implement appropriate IEP goals while employing effective assessment techniques to record progress and develop data - driven prediction of instruction success • Produce creative and effective student accommodations, focusing on the integration of significant 1:1 time • Communicate effectively with speech / occupational / physical therapists on student progress, including areas of strength / weakness as well as behavioral and emotional considerations • Develop and leverage supportive relationships with parents to promote the creation of a 24/7 learning environment, including the organization and involvement in class trips to foster vocational skills
Early adolescents in care / Early treatment goals / ECD principles / Ecological perspective (1) / Ecological perspective (2) / Ecological systems theory / Ecology of a caring environment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extractsenvironment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extractenvironments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / ExtractsEnvironment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / ExtractEnvironments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy
practical suggestions for building on existing effective practice and creating an environment that supports children's emotional wellbeing.
This book will be of great value to our understanding of how effective emotionally - focused group work can act as a growth - facilitating environment for optimizing brain circuits in the «social» «emotional» right brain, the biological substrate of the human unconscious mind.
Components of these modules include social - emotional development within the context of relationships; responsive routines and environments; individualized intensive intervention; and development of effective leadership strategies to promote effective practices in preventing and addressing challenging behavior.
Research shows that social and emotional learning (SEL) helps create and is most effective in safe and supportive learning environments like these.
The research proves that creating an environment of consistent emotional and physical safety is the only effective way to overcome the barrier.
The PR - TFC program is a program designed to provide intensive, effective, and short - term treatment to youth with emotional and behavior problems in a home environment with the foster parent as the primary agent of change.
DBT therefore has five essential functions: 1) to teach skills for more effective emotional and behavioural regulation, 2) to enhance client motivation to use these skills, 3) to ensure clients can use the skills in a wide variety of situations, 4) to help shape an environment that reinforces skill use and 5) to enhance the therapist's own skills and motivation to keep working effectively with the client.