Sentences with phrase «of high expectations for each child»

Not exact matches

Just as Linus had high expectations for the arrival of The Great Pumpkin who would generously give gifts to children around the world, I anticipated an abundance of brown sugar and spice in the pumpkin cinnamon rolls I baked for this Halloween.

The new system could be an opportunity to make a clear new cultural statement about fatherhood, with higher expectations on their involvement — akin to the expectation on mothers — in a way that would make it less acceptable for fathers to drift out of their children's lives.

Specifically, for fathers, higher expectations about their children's educational level, and greater level / frequency of interest and direct involvement in children's learning, education and schools, are associated strongly with better educational outcomes for their children, including: • better exam / test / class results • higher level of educational qualification • greater progress at school • better attitudes towards school (e.g. enjoyment) • higher educational expectations • better behaviour at school (e.g. reduced risk of suspension or expulsion)(for discussion / review of all this research, see Goldman, 2005).

On the other hand, while providing all of those supports, we understand if teachers and principals are not held accountable to high expectations for these children.

This parenting style has very high expectations of children, but without any explanation or reason given for rules or restrictions.

These types of parents have high expectations from their children and they believe that the best way for the children to meet those expectations is to obey by strict rules.

Should parents set high expectations for their children and then run the risk of their being depressed and discouraged when they fail?

expectations are very high; the physiology of addiction is running on overdrive; and you have the added nuance that this is an addiction that was created for children by their parents in the first place (children would not know candy if adults did not introduce them to it).

Establish high expectations for your child but give plenty of support and warmth.

This type of parenting includes very little connection between parents and children, with high expectations for kids and punishment when they don't meet parents» stringent standards.

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.

When you are shopping with PoshTots, you can rest assured that you are investing in a thoughtful and safe experience for your child that lives up to the highest expectations of the CPSC, JPMA and mothers themselves.

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.

Chris Keates, General Secretary of the NASUWT, said: «Our public education system is a promise we make to the nation's children and young people that they will have opportunity, high quality, good outcomes and an expectation of success for all.

It tells me that you will accept and expect nothing less than the best from me, and if you have similarly high expectations of your child, I feel certain that we can find the best solution for her.

A Department for Education spokesperson said that recent reforms placed high expectations at the heart of the school system in England: «We are determined to ensure that every child, regardless of background is given an education which allows them to realise their potential.

The Department of Education would like to see more charter schools and innovative programs, he said, adding that key ingredients for successful schools are high expectations for children and «an unequivocal belief that all children can learn.»

I spoke of high academic expectations, respect for my children, and a positive school atmosphere.

It's how far we still must go to provide preschool for millions of our children, and to commit ourselves to high expectations that will prepare them to graduate and succeed in life.

This combination of sensitivity, caring, high expectations and structure has been shown to have the best consequences for children, who commonly display academic achievement, good social skills, moral maturity, autonomy and high self - esteem.»

At an international education conference, Gove said that migrant parents had «high expectations» for their children and that London school's have performed better than the rest of England in exams as a result of this.

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

Their children attend schools that are close to their homes, have high academic expectations and provide the environment for student success, and often enjoy a high rate of parental involvement in the life of the school.

The Attack With the advent of the No Child Left Behind Act, higher standards and expectations, growing pressure for preparing children for global competition, and an increasing need to address the whole child on behalf of 50 million children I ask you to join me in «The Attack.&rChild Left Behind Act, higher standards and expectations, growing pressure for preparing children for global competition, and an increasing need to address the whole child on behalf of 50 million children I ask you to join me in «The Attack.&rchild on behalf of 50 million children I ask you to join me in «The Attack.»

Author of the article, Geoff Masters, argues that high expectations model the outcome of hard work for students and show a belief in the child's abilities.

The expectation is that the resulting intervention, titled «SECURe for Parents and Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in children living in poverty.

We will offer a breadth of educational opportunity with high expectations for all children and excellent professional learning and development for all staff.

Advocates for Children of New York (AFC) leads a statewide coalition of educational and advocacy organizations and families who have come together to urge the creation of multiple pathways to a diploma in New York State, each of which holds all students to high expectations, provides them with quality instruction, and opens doors to career and post-secondary education opportunities.

Unfortunately, this belief about setting high standards and expectations for poor children and children of color, upon which decades of research is based, is being systematically discarded by Educrats throughout the country to make the system more fair to the adults working in schools.

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

«That is why the campaign led by some of those who do not think we should set high expectations, who want to keep their children home for a day is so damaging.

As with so much public policy, it is a clear communication in action of the expectations we have for our society, especially when it comes to ensuring that every child gets a high - quality education.

Co-authored by High Expectations Parental Service and the Partnership for Children & Youth, this first chapter of «Student Supports: Getting the Most out of Your LCFF Investment» dives into the most impactful practices for family engagement and how they can help support progress on the LCFF priorities.

increase student expectations of their own academic performance, teacher expectations of ALL students» academic performance, and parent and community expectations for children's high academic performance

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

In this A Word conversation, he defends the importance of setting high expectations for all students, measuring to make sure that students are on track, and preparing educators with actions and interventions designed to support the success of all children.

Research shows that black teachers connect more deeply, hold higher expectations, and provide stronger role models for black children, who make up nearly 90 percent of the city's public school students.

«As we move this work forward, we will continue to embrace a culture of excellence with equity — one where we insist on holding high expectations for every child and every adult no matter the circumstance, while providing the unique support they need to meet and exceed those high expectations,» they wrote.

«In response to the need to improve state standards and create a common set of expectations for children across the country, Wisconsin was among the first of 48 states and territories to adopt the Common Core State Standards, a set of rigorous new standards that are benchmarked against the standards of high performing countries.»

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

Schools where ALL children successfully learn share certain key characteristics that have come to be known as the Correlates of Effective Schools: a Clear & Focused Mission, a Safe & Orderly Environment, High Expectations for Success, Opportunity to Learn / Time on Task, Positive Home - School Relations, Frequent Monitoring of Student Progress, and Strong Instructional Leadership.

Or does the intelligence of these students lead to too high expectations, given that children with AD / HD are often at a greater risk for academic and social failure?

Christina maintains high levels of expectations for these children and spends time instructing them and assessing them (they are not «off in a corner working on challenge folders» and / or «assigned to help struggling classmates») in meaningful and challenging ways.

But other reformers have sat on the sidelines, cowardly silent about the problems of the waiver gambit, inexcusably failing to remember that education policymaking is about clear communication in action of the expectations we have for our society to ensure that every child is provided high - quality education.

«As an authorizer, I am motivated by the potential of charter schools to provide our children with excellent educational options based on high expectations for all, an unwavering focus on academics, the pursuit of social justice and the hard work, dedication, and talent of teachers and staff.»

They have high expectations for all their students and are committed to helping each child produce work of high quality.

When schools focus on just the educational aspect of giftedness and the general expectation for the gifted student is to be high - achieving and receive high scores, then gifted children are seen only in light of what they can achieve academically and not who they truly are.

Whether in its Promise Academy charter schools or public schools, HCZ's high standards and expectations are the same for all its children — ensuring that all of them are on track to attend college and successfully graduate.

This setting of low expectations by the state, which has been criticized by reformers in the state such as former Commissioner for Higher Education Stan Jones (now the head of College Complete America), makes a mockery of the otherwise strong efforts by the state to transform education for children.

Paul Tough, author of a book about the Harlem Children's Zone, describes the philosophy behind «no excuses» secondary schools that target at - risk students: «The schools reject the notion that all that these struggling students need are high expectations; they do need those, of course, but they also need specific types and amounts of instruction, both in academics and attitude, to compensate for everything they did not receive in their first decade of life.»