Sentences with phrase «emotional classroom climate»

[jounal] Howes, C. / 2000 / Social - emotional classroom climate in child care, child - teacher relationships and children's second grade peer relations / Social Development 9 (2): 191 ~ 204

The present research examined in how far a positive social - emotional classroom climate, namely perceptions of community in class and fairness of teachers, furthers students» democratic experiences in school (i.e., open classroom climate for discussion, opportunities to participate in school decisions).

Not exact matches

The emotional climate of the classroom is all - important in the achievement of this goal.

The focus of the training, delivered via professional - development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive emotional climate» and show «sensitivity to student needs for autonomy.»

«It's important to know that the traditional professional development seminars that teachers undergo don't usually get into the depth of coaching individual instructors on how to create a dynamic climate and environment, how to shape the emotional and psychological mood in a classroom.»

An increased focus on social and emotional learning can improve the classroom climate and help kids see that the teacher truly cares.

In INSIGHTS classrooms, the researchers saw an increase from fall to spring in teacher practices of emotional support to students — essentially, teachers were more sensitive to student needs, created better classroom climates, and showed respect for student interests.

Regular mindfulness practices and skills reduce negative thinking, negative emotional reactivity, and thus negative classroom and school climate.

But because children's social and emotional development is a key part of the elementary curriculum and because much of the teasing, name - calling, and bullying is identity - based, it's helpful for the classroom climate to set aside a time every week for an explicit lesson on this topic.

«Reducing stress and establishing a positive emotional climate in the classroom is arguably the most essential component of teaching,» writes Mariale Hardiman, a former teacher and administrator and current assistant dean of the Urban Schools Partnership at Johns Hopkins University's School of Education.

Improving academic, social, emotional, and behavioral outcomes for students, classroom and school climates, and student - teacher and peer relationships.

can have a profound effect on the emotional climate of the classroom (or home environment) and the quality of the interactions between adults and kids.

Often taught in the classroom, social - emotional learning gives tomorrow's workforce the tools for success, while educators find it contributing to a positive school climate and increased academic success.

Choosing the right activities and approaches can enhance the emotional climate of a classroom, creating safe havens where children will grow emotionally and academically.

Two major scientific studies found that our programs improve students» social and emotional competency, their academic performance, and the classroom climate.

Recess promotes social and emotional learning and development for children by offering them a time to engage in peer interactions in which they practice and role play essential social skills.8, 17,18,22,23 This type of activity, under adult supervision, extends teaching in the classroom to augment the school's social climate.

To have the deepest impact on school and classroom climate, student engagement, and social - emotional learning (SEL), Facing History's staff works with whole schools in a range of areas, including

What's the impact of social and emotional learning (SEL) programs like ours on students, teachers, and the classroom climate?

«Developing a warmer socio - emotional climate in the classroom... requires teachers... to believe that their role is that of a change agent — that all students can learn and progress, that achievement for all is changeable and not fixed, and that demonstrating to all students that they care about their learning is both powerful and effective.»

Whether in an alternative setting or a more typical classroom, a number of small steps can lead to a significantly improved emotional climate and a more stable, healthy school culture.

It describes how to build a classroom climate in which students become responsibly independent because teachers guide them incrementally toward the emotional, social, and academic skills necessary for successful self - management.

The availability of positive behavioral intervention and support systems that result in positive school and classroom climates and high levels of school safety; students with effective interpersonal, problem - solving, and conflict resolution skills; and staff with the skills to complete functional assessments and implement strategic and intensive interventions for students with pivotal social - emotional / behavioral needs.

You might consider modifying the questions for use in professional development courses or workshops on various topics, including classroom management, discipline, harassment, school climate, social - emotional learning, student alienation, or violence prevention.

Two major studies found that our programs have a positive effect on students» social and emotional competency and behavior, their academic performance, and the classroom climate.

A gold - standard study funded by the U.S. Department of Education, the federal Centers for Disease Control, and the W.T. Grant Foundation has demonstrated that The 4Rs Program has a significant positive effect on children's social, emotional, and academic competency, and on classroom climate.

«proposes a conceptualization of productive continuity in academic instruction, as well as in the social climate and classroom management practices that might affect children's social - emotional development.

It is designed to promote social and emotional competence, prevent violence, aggression and other behavioural problems, improve critical thinking skills and enhance the classroom climate.

Brief forms of the Teaching Pyramid Infant Toddler Observation Scale (TPITOS) and the Teaching Pyramid Observation Tool can help consultants structure observations and provide specific feedback to teachers on improving the social emotional climate in their classrooms.

Impact Findings from the Head Start CARES Demonstration: National Evaluation of the Three Approaches to Improving Preschoolers» Social and Emotional Competence Morris, Mattera, Castells, Bangser, Bierman, & Raver U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation (2014) Describes the impact of the CARES demonstration, focusing on outcomes during the spring of the preschool year in: (1) teacher practices; (2) classroom climate; (3) children's behavior regulation, executive function, emotion knowledge, and social problem - solving skills; and (4) children's learning behaviors and social behaviors.

Two major studies found that our programs have a positive effect on students» social and emotional competency and behavior, their academic performance, and the classroom climate.

Two major scientific studies found that our programs improve students» social and emotional competency, their academic performance, and the classroom climate.

A gold - standard study funded by the U.S. Department of Education, the federal Centers for Disease Control, and the W.T. Grant Foundation has demonstrated that The 4Rs Program has a significant positive effect on children's social, emotional, and academic competency, and on classroom climate.

What's the impact of social and emotional learning (SEL) programs like ours on students, teachers, and the classroom climate?

Two major scientific studies found that our social and emotional learning programs have a strong positive impact on students» behavior, their social and emotional competence, and their academic performance — and improve the classroom climate for learning.

Research shows that the program boosts students» social, emotional and academic competency, and improves the classroom climate for learning.

With colleagues at the College of St. Elizabeth, he has developed an online credentialing program for Direct Instruction of Social - Emotional and Character Development programs in classroom, small group, and after school settings (sel.rutgers.edu), and for School - Focused Coordination of Social - Emotional and Character Development and School Culture and Climate (SELinSchools.org).

I've designed a quick and easy report card for you (below) to fill out as you go through a school or sit in your child's classroom, to enable you to evaluate the climate of the school and its intentional support of students» social and emotional development in concert with academic development.

Classroom teachers interested in including mindfulness - based practices and transitional tools in their classrooms to support self - awareness, learning readiness, social emotional learning initiatives, and positive classroom culture and climate

A positive classroom and school environment, often referred to as school climate, is the foundation for students» social and emotional development in school.

The program had significant effects on emotional support, positive classroom climate, and emotion - focused interactions.