Sentences with phrase «emotional experiences of teachers»

Not exact matches

Experienced teachers focus on intellectual and character growth, attending to the social, ethical, and emotional needs of sensitive and capable students.

Early childhood teachers and other experienced teachers carefully observe and interact with each child over the course of the last year of kindergarten and evaluate readiness based on a multiplicity of factors such as physical and emotional maturity, fine and gross motor skills, and hand - eye coordination.

Elizabeth Hufnagel of Pennsylvania State University, who has been studying how students use emotional language in writing about environmental issues, also is interested in how teachers can use the experiences students bring to the classroom.

As a yoga teacher, she encourages her students to cultivate an intimate relationship with their unique physical landscape to better understand the mental and emotional fabrics of their life experiences and how to reengineer a version of mind - body that supports lifelong playful movement and joyful living

To summarize their conclusions about Culturally Competent Yoga Teaching at Bennett: a yoga teacher can not just walk into a classroom of students and attempt to teach them yoga without taking into account their unique histories, experiences, and social, emotional, gender, cultural, spiritual and religious needs, and an examination of the teacher's own background and relationship to understanding those student needs.

As was my experience as a school teacher and yoga teacher in schools, deeper knowledge and tools to ensure my compassionate support of the social and emotional needs of the yoga students I served became a necessity for my teaching practice.

Together, they bring decades of experience promoting the social and emotional welfare of children as classroom teachers, developmental psychologists, pediatricians, nonprofit leaders, and leading voices in public education policy.

Any professional who listens to children recount traumatic experiences is at risk of secondary traumatic stress, the emotional weight that some teachers carry after exposure to children who suffer.

Teachers and socioemotional learning specialists at Anchorage School District and Cleveland Metropolitan School District have years of experience implementing social and emotional learning curriculum, and Cleveland educators highly recommend the Pre-Referral Intervention Manual (McCarney & Wunderlich, 2006) as an ongoing invaluable resource.

Now, as the director of performance character at Athlos Academies, he's combined these two experiences into the meaningful work of helping teachers implement social and emotional learning opportunities with their students.

A recent study of studies found that preschool is only as effective as the people at the front of the classroom, and that makes sense: At a time when social - emotional learning is so crucial, the presence of well - trained, sensitive, loving teachers can make or break a preschool experience.

According to Patricia Jennings and Mark Greenberg, leading scientists in the field of social - emotional learning, teachers who possess social - emotional competencies (SEC) are less likely to experience burnout because they're able to work more effectively with challenging students — one of the main causes of burnout.

The group touched on issues of social justice, communication between teachers and students, and school accountability in light of the tension between providing a rigorous academic experience and supporting students» socio - emotional development.

Elizabeth's current research is focused on documenting the experience of teachers working in conflict - affected settings and exploring how these key actors understand their educational, emotional and social obligations towards their students.

Objective: An instructional assistant position in any school where my experience in developing distant learning programs, helping students and teachers, and taking care of students» emotional, and educational needs will help the school in achieving its goals.

QUALIFICATIONS SUMMARY • 3 + years» experience as an ESL and English Language Teacher • ESL Certified • Demonstrated ability to work with the students in the International Student Programs • Highly skilled in creating an environment suitable to the maturity, interest, and abilities of students • Able to provide social and emotional support for English Language Learners • Bilingual — Fluent in English and Mandarin

PROFESSIONAL EXPERIENCE TOWNSHIP PUBLIC SCHOOLS, Grand Bay, AL (6/2010 to Present) School Administrator • Act as a first point of contact by welcoming new student, parents and visitors • Provide information regarding the school system, curriculum and enrollment requirements • Assist in developing academic programs and creating instructional resources for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of instruction in accordance to school curriculum • Confer with parents to provide them with feedback on their child's academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school environment

As a professional teacher, my aim would be to create the right kind of atmosphere for the students to experience suitable physical, mental, emotional, creative, psychological and academic development and growth.

PROFESSIONAL EXPERIENCE Atlanta Public Schools, Atlanta • GA Year — Year Paraprofessional / Teacher & ASP Director Provided strong program insight and direction for exceptional children experiencing emotional behavior disorders and managed all facets of classroom operations that included curriculum development and structure.

Significant relationships between students» democratic experiences and teachers» perceptions of the prevailing social - emotional climate, however, were only found among older students.

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).

The overall vision of their mental health services is to improve relationships between children and teachers, to improve relationships between teachers and parents, to support children who experience emotional and behavioral challenges, and to increase staff wellness.

Chang and Davis (2009) provided a thorough discussion of teacher emotions and regulation of emotions in challenging teacher — student relationships that offers a basis to examine linkages between teachers» mental representations of relationships with individual students, emotional experiences, and coping strategies.

In previous research, perceptions of student misbehavior and discipline issues have been considered among the primary sources of negative emotional experiences and stress for teachers.

It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run.

Chang (2009) synthesizes literature on burnout and emotions to describe teachers» emotional experiences when dealing with disruptive students, thereby emphasizing the importance of teachers» discrete emotions for teachers» wellbeing (e.g., anger, frustration, anxiety, and guilt; for a discussion of discrete positive emotions, see Lazarus 2006).

Chang and Davis, (2009) characterize teachers» emotional experiences in terms of (habitual) primary and secondary appraisals about student behavior and link these emotions to activating and de-activating coping strategies.

First, it suggests that teachers» relationships with specific students can be primary sources of teachers» everyday emotional experiences and wellbeing because teacher — student relationships contribute to a basic need for relatedness.

To examine teachers» daily emotional experiences, it is important to also adopt appropriate micro-analytic methods to study the emotional lives of teachers in the classroom (Chang 2009; Lazarus and Folkman 1987).

Our teachers have experience working with various types of physical, emotional and learning related challenges, and we offer theraputic private sessions as well as more general classes.

Wediko's summer program is structured much like a traditional camp, but is «therapeutically structured for kids who struggle with relationships with peers, teachers and parents and for those who have experienced failure because of social and emotional needs,» Regal said.

Experienced School Administrator and National Board Certified Teacher with more than 15 years of experience teaching and leading with an equity focus in the fields of Social and Emotional Learning (SEL) and Mindful Awareness Practices (MAP).

They found that in classrooms in which teachers experienced more burnout, or feelings of emotional exhaustion, students» cortisol levels were elevated.

The SDQ is a short behavioural screening questionnaire that is completed by parents, guardians or teachers of children aged 2 — 16 which records any emotional and behavioural difficulties and any impairment26 experienced by the child or family.

Dr. Cohn is a psychologist and former special education teacher and Professor of Special Education, with decades of experience specializing in developmental and emotional disorders of childhood, adolescence, and young adulthood, and learning and behavior problems throughout the life span.

In this study, we addictively took into account both teachers» personal (i.e., level of education, years of experience, parenthood status, personal emotional self - efficacy) and professional emotional characteristics (i.e., self - efficacy as emotional socializers, and coaching style) in their contribution to teacher — parent / colleague communication about children's emotions.