Sentences with phrase «on relationships in the classroom»

Not exact matches

What is most interesting to me about Turnaround for Children is that, unlike BAM, Turnaround's intervention involves not only the relationship toolbox but also the pedagogical toolbox: the actual teaching and learning that goes on in the classroom.

Gardner is sitting in a classroom at 2938 E. 91st St., finishing a discussion on how to handle difficult family and workplace relationships.

The AAP states that behavior therapy can include «parent training in behavior therapy and classroom behavior interventions,» and focus either on the «child's behavior problems and difficulties in family relationships» or on his behavior in the classroom.

Otherwise, they will learn this on the schoolyard, in the classroom, in relationships, and eventually in the workplace.

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»).

This can be powerful on a number of levels, but in terms of relationship building, it shows students that the teacher thinks about them outside of the classroom.

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.

In particular, the report described the relationship between classroom practices, as observed by students, and value - added on the standardized tests.

And in the pursuit of its second objective, giving feedback on the Rhee reforms, it does not carry out even minimal case - study research to see whether a probable relationship may exist between Rhee policies and classroom outcomes.

Perry has just finished a stint as Academic in Residence at Dakabin State School, in the Moreton Bay Region of Queensland, where he shared his expertise on classroom wellbeing and building trustworthy student - teacher relationships.

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.

Although it is natural for teachers to want to bolster their authority in classrooms that have a rocky start, focus on building relationships.

In other words, despite the fact that TES evaluators tended to assign relatively high scores on average, there is a fair amount of variation from teacher to teacher that we can use to examine the relationship between TES ratings and classroom effectiveness.

Having been at the forefront of embracing digital technology in the classroom — finding an overhead projector in a modern school could be deemed impossible — much of the latest technology has focussed on cashless school meals, with schools eager to introduce pre-paid school lunches, eradicating the need for pupils to carry lunch money, and bringing the relationship between school and parent ever closer.

In total, Gaines Pell has five years in the classroom, which includes a stint in Syracuse, N.Y.. Before starting her own school, she also worked for an organization called Pencil, which focuses on developing relationships between business leaders and public school principalIn total, Gaines Pell has five years in the classroom, which includes a stint in Syracuse, N.Y.. Before starting her own school, she also worked for an organization called Pencil, which focuses on developing relationships between business leaders and public school principalin the classroom, which includes a stint in Syracuse, N.Y.. Before starting her own school, she also worked for an organization called Pencil, which focuses on developing relationships between business leaders and public school principalin Syracuse, N.Y.. Before starting her own school, she also worked for an organization called Pencil, which focuses on developing relationships between business leaders and public school principals.

75 per cent supported the idea of educating pupils on the impact of pornography and 82 per cent wanted to see lessons about violence and abuse in relationships brought to the classrooms.

When teachers take on the role of learner, it allows a more genuine relationship to develop between the teacher and student, in a way that doesn't typically happen in the classroom.

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).

Liu's research examines secondary and postsecondary classrooms as developmental settings and focuses on the role of effective instruction in building teacher - student relationships and supporting student outcomes.

In that post, I shared studies that had documented the positive impact that practice has on people who are in a relationship, and I wrote about how my personal experience led me to believe it could also help other relationships — like the ones in my classrooIn that post, I shared studies that had documented the positive impact that practice has on people who are in a relationship, and I wrote about how my personal experience led me to believe it could also help other relationships — like the ones in my classrooin a relationship, and I wrote about how my personal experience led me to believe it could also help other relationships — like the ones in my classrooin my classroom.

So much of the time, as we progress up the grades, there's less focus on teachers developing a close interpersonal relationship with the kids in their classroom.

Summary: This article focuses on the importance of building positive relationships in a classroom in order to transform it into a community.

Three studies that looked at the relationship between teacher leaders» practice as teachers in their own classrooms and outcomes from their students each reported a positive impact on student outcomes.

MYcroSchool re-engages disenfranchised students to get them back on track to complete their secondary education in a classroom lab where the focus is on rigor, relevance and relationships.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

Education Groups — including student groups and in - classroom presentations focusing on health and wellness topics such as life skills and healthy relationships.

Analysis of these rich curriculum data, along with our more curriculum - sensitive measures of student achievement, revealed that the mathematics content teachers covered in their classrooms was significantly related to their students» performance even when researchers adjusted this relationship for student background factors (ethnicity, parent education level, socioeconomic status, and so on).

With a focus on developing teachers in the classroom, the new Marzano Causal Teacher Evaluation Model establishes the direct cause and effect relationship between teaching strategies and student achievement that helps teachers and leaders make the most informed decisions that yield the greatest benefits to students.

[17] We illustrate this in Figure 2, which shows the relationship between teachers» future classroom effectiveness (at the elementary level) as measured by value - added and their initial performance on licensure tests.

Through student / adult partnerships focused on creating highly - relevant, deeply rigorous and substantive relationships, every student in every classroom in every school can experience Meaningful Student Involvement.

Curriculum, teaching methods, classroom management, and teacher — student relationships are intertwined in a democratic classroom; the effectiveness of each element is dependent on the others.

Hiring more SEAs now, rather than on an emergency basis later in the school year, will foster supportive relationships between staff and students, and prevent conditions in our classrooms from deteriorating.

An emphasis on social relationships in classrooms, students» interest in the subject matter to be studied and the connections between classroom life and that of the larger world provides the foundation of our attempts to produce moral people.

As a school leader, I am continuously looking for effective, effi cient ways to balance the «must do» tasks of my daily work, my responsibility to stay informed on larger policy issues, and the invaluable time spent in classrooms, building relationships, and supporting my team.

An Instructional Coach will create a working relationship with educators in the building to align curriculum and instruction to improve student achievement in the classroom and on national assessments.

Current research into the teaching and use of technology in the classroom has focused on ways in - service teachers integrate technology into their lessons (Franklin, 2007; Greenhow, Dexter, & Hughes, 2008; Hogarty, Lang, & Kromrey, 2003; Hsu, 2010), the factors impacting both preservice and in - service teachers» intentions to integrate technology (Çoklar, & Odabasi, 2010; Hutchison, & Reinking, 2011; Jongpil, Jaeki, Jones, & Nam, 2010), and the relationship between preservice teachers» attitudes toward technology and their likelihood of integrating technology into their lesson planning (Anderson & Maninger, 2007; Browne, 2009; Cullen & Greene, 2011; Rehmat & Bailey, 2014; Smarkola, 2007).

In this informative webinar based on their recent book, Disrupting Poverty: Five Powerful Classroom Practices, the authors will discuss the five classroom practices that permeate the culture of successful high - poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act.

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.

(1.2, 2.6, 4.6) Reflect on the moral and ethical core of your teaching practice and on the relationship between your moral / ethical core and your identity and life experiences (TPE 6.1) Collaborate with classmates in professional learning communities (PLCs) to analyze and evaluate the complexities of ethical classroom teaching in culturally and linguistically diverse school settings (TPE 6.3)

At the core of all professional learning for teachers and staff in SCUSD is a strong emphasis on the power of relationships in the classroom.

As the benchmark for quality, the program uses The Classroom Assessment Scoring System (CLASS), which centers on the processes that take place in classrooms: student - teacher interactions (academic and social), relationships and the implementation of the curriculum.

In the SPIEE lab, Christine helps lead a replication study focusing on teacher - student relationships in middle school classroomIn the SPIEE lab, Christine helps lead a replication study focusing on teacher - student relationships in middle school classroomin middle school classrooms.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

(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, Vol.

Professional development focused on not just building teachers» cultural competency, but also classroom applications of culturally responsive teaching practices, are critical in building bridges of understanding and authentic student - teacher relationships.

Lesson One instills classroom norms that value self - control, positive peer relationships, on - task behavior, and students» pride in their own learning; all of which are scholastic attitudes that have been associated with the reduction of classroom misbehavior (Kaplan, Gheen, & Midgley, 2002).

Many observers (see, for example, Anson et al. 1991, Becker and Hedges 1992, Haynes et al. 1992, Joyner 1990, and Comer 1988) have found that students improve in a whole range of areas — self - efficacy, relationships with peers and adults, general mental health, achievement on standardized tests, and classroom grades.

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)?

Specifically, we explore whether the relationship between teachers» classroom observation scores and their students» mathematics achievement outcomes might be attributed to (mis) alignment between the types of instructional practices valued in classroom observations and the skills expected of students on standardized tests.