Sentences with phrase «positive classroom relationships»

• Developed and managed syllabus materials • Coordinated coursework and curriculum with academic objectives • Facilitated class instruction and evaluated student performance • Managed grade determination served on faculty panel in an administrative role • Designed assignments and tests • Established positive classroom relationships and incorporated higher level learning

Not exact matches

Fusion Academy www.FusionAcademy.com Fusion Academy is a revolutionary, accredited private middle and high school where positive relationships and one - to - one classrooms unlock academic potential.

CONNECTICUT - * also a boarding school Fusion Academy www.FusionAcademy.com Fusion Academy is a revolutionary, accredited private middle and high school where positive relationships and one - to - one classrooms unlock academic potential.

NEW YORK LONG ISLAND Fusion Academy www.FusionAcademy.com Fusion Academy is a revolutionary, accredited private middle and high school where positive relationships and one - to - one classrooms unlock academic potential.

Positive Discipline helps create respectful relationships in homes, classrooms, board meetings....

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.»

They also conducted observations in the fall to measure the extent to which afterschool classrooms were positive, responsive, and organized, looking for factors such as supportive relationships between youth and adults, student engagement in activities, and chaos in the classroom.

Positive relationships are the foundation of any successful classroom and particularly one that includes English - Language Learners (ELL).

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.

Bound up in this is the need for school districts to provide adequate professional training and development for substitutes, who are in short supply, and to encourage a positive working relationship between classroom teachers and their substitutes.

A new study has found that positive teacher - student relationships at age 10 can significantly reduce problem classroom behaviours, and the effects last for up to four years.

It suggested that exposure to the natural environment could lower the effects of various mental health issues that can make it difficult for students to pay attention in the classroom and found that childhood participation in «wild» and «domesticated» nature, such as picking flowers or produce, planting trees or seeds, and caring for plants in childhood, have a positive relationship to adult environmental attitudes.

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.

Teachers / leaders believe that it is their role to develop positive relationships in classrooms and staffrooms.

Emmanuel / Comment # 2987 / The Research Files Episode 22: Positive relationships and classroom behaviour

monitoring our own attitudes towards students so that we develop and maintain a positive relationship with every student in the classroom;

In these surveys, we asked principals to evaluate their teachers along a variety of dimensions, including dedication and work ethic, organization, classroom management, parent satisfaction, positive relationship with administrators, student satisfaction, role model value for students, and ability to raise math and reading achievement.

Principals were asked not only to provide a rating of overall teacher effectiveness, but also to assess, on a scale from one (inadequate) to ten (exceptional), specific teacher characteristics (ten altogether), including dedication and work ethic, classroom management, parent satisfaction, positive relationship with administrators, and ability to improve math and reading achievement.

Of course, most teachers care about having positive relationships with their students, but some teachers may be insufficiently prepared to deal with difficult students and classroom environments.

There are many activities which can be used for both introductory purposes and throughout the year to build and maintain positive relationships in the classroom.

Students and teacher need to develop positive and trusting relationships in an effective classroom.

Researchers identified a «consistent, positive relationship between student exposure to high - quality intellectual assignments and students» learning gains on the test — even after controlling for race, socioeconomic class, gender, and prior achievement differences among classrooms.»

Working to build positive student - student relationships is also very important to foster in the classroom with ELLs, as these relationships impact their oral communication and social and interpersonal skills.

In a recent study by Generation Later, it was shown that positive support of behavior in the classroom promotes «order, discipline, fairness, and productive student - teacher relationships.»

The impact from a positive pupil - teacher relationship when a child is on the cusp of adolescence was found to last for up to four years - into the «difficult» teenage years - and significantly reduced problem classroom behaviours such as aggression and oppositional behaviour.

KP: In relation to all of our qualitative research and all the findings, I think it's really important for teachers, at the face - to - face level, they've got to prioritise building trust and positive relationships with students — that's really cardinal for promoting learning, classroom wellbeing and fellowship.

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).

Among classrooms that are extremely unlikely to have cheated (classrooms with low values on both cheating indicators), there is only a slight positive relationship between unusual test scores and suspicious answer strings.

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 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.

Whether this is a point in the school year where teachers feel positive about the relationships they've built with all their students» families or teachers are seeking ways to engage families they haven't quite connected with yet, there is never a right or wrong time to survey family engagement strategies so students continue to have the support they need at home to excel in the classroom.

Finally, you and your child have developed a positive relationship with the classroom teacher.

Positive school climate / culture: relationship building, positive decorum with students, customer service to all visitors, opportunities for students to engage in school outside of the classroom (clubs), and high levels of engagement Positive school climate / culture: relationship building, positive decorum with students, customer service to all visitors, opportunities for students to engage in school outside of the classroom (clubs), and high levels of engagement positive decorum with students, customer service to all visitors, opportunities for students to engage in school outside of the classroom (clubs), and high levels of engagement in class

And those students with fewer caring relationships with adults are less likely to feel appreciated or welcome at school.22 When education leaders cultivate positive and inclusive learning environments, however, students are more likely to have a firm sense of belonging.23 This, in turn, improves their beliefs about their learning ability and enhances their classroom performance.24

The goals of these experiences are to (a) provide preservice teachers with practical experience using educational technologies in a classroom setting, (b) provide in - service teachers with the opportunity to explore instructional applications of educational technologies in their own classrooms using their own curriculum, and (c) develop and maintain positive relationships between local public schools and the university.

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.

A second technology resource teacher described a similar experience and expressed that her role as collaborator strengthened the «positive and professional relationship that exist [ed] between [her] and the classroom teachers.»

Through this highly - interactive Engaged Classrooms workshop, participants explore practices and strategies to develop positive, supportive relationships with students and build high - functioning, high - performing groups of learners.

The first priority in creating a positive classroom environment and limiting problem behaviors is to develop positive relationships.

She writes: «It is the professional reflection, planning, and commitment that allows you to support students» learning outcomes productively in your classroom and to promote positive professional relationships that have the potential to engage and motivate even the most reluctant learners and begin your career as a teacher of quality.»

And, the classroom, specifically the teacher / student relationship, is the focal point for the growth of the child's positive internal climate.

· Develop positive and supportive relationships with classroom teachers, administrators, and staff.

A positive classroom environment is dependent on facilitating teachers» understanding of their interpersonal relationship with students, especially regarding behavior management.

Each Fellow has at least three years of classroom experience, with many having more than 15 years, and a track record of building relationships and academically partnering with families to drive positive outcomes for students.

Employ strategies for creating positive parental relationships that lead to a more positive, effective classroom and additional support for your efforts.

Turn your students lives around and reduce your own stress with practical techniques that focus on building positive relationships and shaping constructive classroom behavior.

Various course activities will continue to explore the following: 1) the relationship between content - specific lesson planning, enactment, and reflection; 2) what it means to teach three - dimensional science content that is aligned to the Next Generation Science Standards and reflects what the profession currently understands about the learning of scientific concepts; 3) rethinking procedural laboratory and textbook activities; and 4) methodologies to foster and maintain a positive scientific classroom climate that incorporates all aspects of science proficiency.

Our book offers tips for teachers who want to make small but powerful changes to their own classroom policies, such as changes to the kind of homework assigned and how much it is worth, test correction and revision policies, incorporating more real - world, project - based learning and authentic assessments, and how to foster more positive teacher - student relationships.

Schools can create positive relationships with families and include them as partners in the classroom community by giving them a voice in educational decisions.