Sentences with phrase «good classroom relationships»

Not exact matches

The same as in any classroom, in your home there will be good days and bad days and you will be challenged by the conflicts and relationship issues that you will have to deal with.

For instance, in a study of American children (aged 9 - 11 years), researchers found that kids with secure attachment relationships — and greater levels of maternal support — showed «higher levels of positive mood, more constructive coping, and better regulation of emotion in the classroom.»

All include a structured curriculum, mostly in formal classroom settings, as well as apprenticeship elements («one on one learning by experience with a mentor having a significant relationship with a student»).

The schools and classrooms where I've seen the strongest relationship - based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.

When teachers experience the powerful impact of these relationships on their own practice and sense of well - being, they may gain a deeper appreciation for the potential of collaborative learning in their classrooms.

After eight years in the classroom, I feel I'm in a position to offer some advice for how teachers can build and sustain positive relationships with parents — as well as appropriately handle difficult circumstances.

Through the DofE, teachers are able to form far better relationships with their students outside of school which transfer directly into class; the more that young people can relate to their teachers outside of the classroom, the more comfortable the learning environment can be inside the classroom.

In fact, having emotionally close relationships with child - care providers as a toddler has been linked with more positive social behavior and more complex play later as a preschooler.3 Kindergartners with close teacher relationships have been shown to be more engaged in classroom activities, have better attitudes about school, and demonstrate better academic performance.4 Thus, teacher - child relationships appear to be an important part of children's social and academic success in school.

Forsten, as well as many other teachers who have tried looping, believes the practice allows educators to develop rich relationships with students and their families, create trusting and caring classroom environments, and help kids overcome both academic and developmental obstacles.

Perry's research shows that if students have a class teacher they trust and have a good relationship with, they're more likely to thrive in the classroom.

A stronger focus on classroom and relationship management in professional development may give teachers better means to connect with their students and support their engagement at school.

The relationship between achievement and the demographic composition of the classroom is not well understood.

As well as building the confidence of young people, a stay at YHA also providers teachers with the opportunities to build relationships with children in their class or school in a more informal out of the classroom setting.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

Teachers report that they know their students better, build better relationships, differentiate instruction more effectively, and have more fun in their classrooms.

Make this year the year of better student behavior, stronger classroom relationships, increased student engagement, and higher levels of thinking and learning.

Building relationships with 60 or 120 elementary students and their families, as well as maintaining classroom culture throughout the day, is difficult, emotionally draining, and exhausting.

These teachers usually craft their classroom climate with care, building good relationships with and among their students and modeling the behaviors that they expect.

When teachers build relationships with their students through strong emotional supports and high - quality teaching, it leads to increased cooperation and engagement in the classroom as well as fewer instances of exclusionary discipline.

Small class sizes can foster inclusive classrooms, good relationships between staff and students, collaboration among staff, greater staff availability for helping students, and a positive school climate.

Inspiring the Best in Students includes step - by - step instructions for dozens of classroom activities for grades 3 — 12 that help build student - teacher relationships while teaching both content and skills.

Summary: This article reports on a study based on «a classroom model theory positing that teachers» well - being promotes better teacher - student relationships, effective classroom management skills, and effective social - emotional learning.»

Summary: The relationship between the three groups of people (parents, students, and teachers), who contribute to the classroom environment, is well best fostered when a foundation of Montessori philosophy and practice are encouraged.

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

When the relationship between teacher and students is good, other classroom interactions are enhanced.

As Director, Ms. White modeled best - practices with managers in classroom observations and teacher coaching conversations, maintained key district and community relationships, and coached corps members to diagnose needs based on student progress, resulting in a cohort of first - year English teachers «significantly exceeding growth» on Common Core - aligned state assessments.

We foster strong relationships with students and challenge them to be their best inside and outside the classroom.

There is no better time to infuse the Tribes Process of a caring culture and SEL's relationship skills in the classroom of today.

General and special educator observers will have the opportunity to shadow their counterparts, observing the dynamics of the collaborative relationship during co-planning and co - taught classroom instruction, as well as other responsibilities of the teachers.

All of the choices she makes during classroom visits are centered around two important themes — better instruction and supportive relationships.

Follow Principal Opal Dawson as she receives increasing support to get out of her office and into classrooms, strengthens relationships with teachers and gets to know students better than ever before.

In this lesson, students use data related to distances between objects in the solar system to create their own scale model to represent these distances and better understand relationships of objects in the solar system and answer the driving question: How do you study a system that won't fit in the classroom?

(2017) Learning outside the classroom, Issue 302, p38 Frauman, E. (2010) Incorporating the concept of mindfulness in informal outdoor education settings, Journal of Experiential Education, Vol.33, Issue 3, p225 - 238 Humberstone, B; Stan, I. (2009) Well - being and outdoor pedagogies in primary schooling: The nexus of well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geography, Well - being and outdoor pedagogies in primary schooling: The nexus of well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geography, well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geography, Vol.

Such a classroom set - up strengthens teachers» learning relationships with their students because, at the mini-lesson station, teachers work with only one third of the students at a time, giving teachers the ability to «know» each of their students» strengths and needs better.

We know that caring relationships, access to varied learning opportunities, and providing supports outside the classroom can alter a child's life for the better.

Better, more meaningful student - teacher relationships inside the classroom.

The purpose of standards - based education and the system of grading it entails is to improve student achievement, increase the accuracy and fairness of grades, and enhance communication between classroom teachers and students, parents, colleges, and employers regarding what students are expected to know and do in each course and how well each student is performing in relationship to those expectations.

All the traditional and high - tech resources of education — from whiteboards to the Internet and even to classrooms themselves — are best understood as different kinds of interfaces for relationships that support learning.

Some teachers assume that they must develop a good relationship with their students before they can teach, but that approach ignores how classroom relationships and learning mutually interact.

Specifically, can you describe a relationship between the way feedback is treated in various classrooms and whether students are focused more on learning or more on getting good grades (or both)?

Her inquiry began with an exploration of the best classroom placement for Mam speaking students from Guatemala and El Salvador, but led her to some important realizations about the relationship between newcomer families and schools.

Although we didn't come up with any neat and tidy answers to our original inquiry question about the best classroom placement for Mam - speaking students, we realized that the work of supporting our newcomer families is mostly about relationship building, listening, and education — education that can flow both ways, between the school and the parents.

When compared with schools that did not implement RULER, RULER schools more warmth in the classroom, better relationships between teaachers and students, less bullying and more autonomy and leadership (Brackett & Rivers, 2013).

It's about having a conversation around the context in the classroom and about developing parity in the relationship between teachers and parents in order to better support student learning.

Additionally, I have noticed that when I focus on building strong relationships with my students, they are more eager to perform well in the classroom out of respect for the relationship they have built with me, as well as respecting the classroom as a place of academic growth.

The team imagines Alexa - enabled dorm rooms as well as voice - enabled classrooms that interface with core systems, including learning management and Customer Relationship Management.

Not just useful in the classroom and in your personal relationships, good communication skills are necessary in the work place, too.

Job Duties Include: • Teaching classes in both a classroom and clinical lab environment • Assisting with placing students at externships during their final term at school • Maintaining a good working relationship with externship sites • Assisting graduates with placement in their related career field • Staying up to date with industry standards

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students