Sentences with phrase «high expectations for behavior»

Establishing high expectations for behavior and learning enables our community to See Our Achievements Rise!

One of the best ways to help students meet rigorous academic expectations is to first set high expectations for behavior.

In rethinking discipline, charters have the opportunity to lead the way by ensuring that high expectations for behavior are about love and growth.

Not exact matches

We also find that expectations inform behavior in other contexts: for instance, workers who express a higher perceived chance of losing their current job over the next twelve months also search harder for a new job and exhibit a drop in spending plans relative to the present over the same time horizon.

High expectations includes having clear standards for behavior and involvement and at the same time giving reasons for decisions, being open to questions and negotiations and often being flexible in the execution of expectations.

While permissive parents tend to be warm and loving, because they don't have high expectations for their child's behavior, the child doesn't have opportunities to learn how to deal with frustrations and other facts of life.

That doesn't mean that an activity will always be full of fun or totally interactive — we can set high expectations for children and their behavior regardless of the environment and, let's face it, time in won't always be a party.

If teachers of color hold higher expectations for minority students — stemming from their perceptions about student ability, effort, and behavior — they might be more likely to push students to work hard and to insist on their best effort in all assignments.

a set of extremely high expectations for students and families with regard to academic performance, a strong work ethic, appropriate behavior, and responsibility.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

They know that the community cares and wants to see them succeed, and they respond by rising to the school's high expectations for learning and behavior.

[iii] To the extent that students attending schools with more demanding expectations for student behavior hold themselves to a higher standard when completing questionnaires, reference bias could make comparisons of their responses across schools misleading.

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

From administrators to guidance counselors to teachers, schools must institute high expectations for both academic achievement and behavior.

Communicate and enforce high expectations and standards for behavior and academic performance, aligned with the LHA School Culture Guide and Responsive Classroom, to create a strong culture of achievement and respect.

Build community around high expectations for students through implementing behavior management systems.

White teachers have lower expectations for students of color, and are significantly less likely to expect Black students to finish high school and college» School staff frequently perceive Black boys as threatening and dangerous for the same behaviors that are seen as innocent for White students.»

A successful arrival system engages the transportation staff in holding high expectations for student behavior, and for maintaining safe functionality of the bus space.

One main concern is reference bias, or the effect of survey respondents» reference points on their answers.37 Students, for example, attending competitive schools often rate themselves as having less self - control or as less hardworking because of their schools» rigorous expectations.38 Accordingly, some experts caution that using SEL to classify schools could ultimately punish high - performing schools while rewarding low - performing schools.39 Additionally, teachers may misinterpret behavior, erroneously rely on first impressions, or incorrectly equate their opinion of a student with the student's social - emotional skills.40

Teachers should create a new environment and have high expectations for their students in the classroom, and teach proper academic behavior.

Ensure that school discipline policies specifically and positively state high expectations for student behavior, promote respect for others, and make clear that engaging in harassment and violence, among other problem behaviors, is unacceptable.

For student behavior expectations, high - performing CMOs were found to place a stronger emphasis on the following: use of a student behavior code with clear consequences for misbehavior, positive reinforcements for desired behaviors, use of a «zero tolerance» policy for potentially dangerous behaviors, and consistent schoolwide enforcement of the behavioral standards and policies in plaFor student behavior expectations, high - performing CMOs were found to place a stronger emphasis on the following: use of a student behavior code with clear consequences for misbehavior, positive reinforcements for desired behaviors, use of a «zero tolerance» policy for potentially dangerous behaviors, and consistent schoolwide enforcement of the behavioral standards and policies in plafor misbehavior, positive reinforcements for desired behaviors, use of a «zero tolerance» policy for potentially dangerous behaviors, and consistent schoolwide enforcement of the behavioral standards and policies in plafor desired behaviors, use of a «zero tolerance» policy for potentially dangerous behaviors, and consistent schoolwide enforcement of the behavioral standards and policies in plafor potentially dangerous behaviors, and consistent schoolwide enforcement of the behavioral standards and policies in place.

According to the report, CMOs with positive impacts tend to emphasize two practices in particular: high expectations for student behavior and intensive teacher coaching and monitoring.

So through collaboration, book studies, workshops, and the adoption of Whole Brain Teaching, we made significant strides in improving our behavior management system and setting high expectations for our students, improving our parental involvement significantly, and dramatically increasing student engagement.

North Star's educational philosophy incorporates high expectations for achievement for both academics and behaviors in the elementary grades K — 5.

We were consistent in our high expectations for the children's learning and behavior, and lovingly firm in keeping them to those goals.

For the next several weeks, you may have high expectations for good, cooperative behaviFor the next several weeks, you may have high expectations for good, cooperative behavifor good, cooperative behavior.

Based on age and sex findings, cutpoints were set to identify approximately 25 % of children in the at - risk range for problems and 10 % to 15 % as low in competence, a higher threshold than for problems, due to an expectation that significant social - emotional delays will be less common than significant problem behaviors.

On the other hand, low EE staff are described as being able to control feelings when confronted with difficult behavior, warm, and seeing the need for patients to be independent, despite having lower expectations.40, 42 These analyses highlight the potential role of staff attributions for patients» problems in the development of high EE.

Child gender and child health status at birth were included as part of the analytic design because boys have been shown to have higher rates of aggressive behavior than girls and cultural norms are thought to influence the expectations for maturity and limits of acceptable behavior (Campbell, 2002).

Results indicated that (1) depressed patients and their spouses were less dyadically adjusted than nondepressed spouses, (2) causal and responsibility attributions about depressive behaviors predicted lower dyadic adjustment, and (3) attributions of causality mediated the relationship between group status (depressed or nondepressed) and dyadic adjustment among spouses who had higher expectations for their partner to change.