Sentences with phrase «positive learning communities»

We use the Responsive Classroom Model ® and its Middle / High School counterpart, Developmental Designs, which provide an array of strategies designed to foster safe and positive learning communities where students are connected, responsible and engaged in learning.

This workshop explores how to create and maintain a positive learning community.

By trying some of these lessons and printables, you will easily be able to guide the students to adopt attitudes and behaviors that will foster a positive learning community in your classroom.

Not exact matches

Learn more about how we nurture talents and equip tomorrow's community and business leaders with positive life skills.

It is a very open - minded, diverse, positive, and international learning institution with a strong sense of community.

Together, Youth Sports of the Americas and the LakePoint Sporting Community will provide a positive and healthy environment for all kids to enjoy sports — to have fun, learn sports skills and rules of the game, compete and develop as capable and confident young athletes at any level of athletic success.

NYSHSI further urges all youth sports stakeholders to provide a positive and healthy environment for our kids to enjoy sports — that is, have fun, learn sports skills and the rules of the game, and develop as capable and confident young athletes at any level of athletic success in a way that will help them to be good citizens of the game and community, healthy and fit, and performing well in all domains of life.

Positive Discipline provides a «whole child» approach to social - emotional learning using a consistent language in homes, schools, and communities.

Our mission is to enhance our students» social and emotional learning, encourage responsible decision - making, foster positive growth and development, and promote respectful relationships in school and the community at large.

Rethinking School Lunch is a planning framework based on a positive vision: healthy children ready to learn, «food literate» graduates, invigorated local communities, sustainable agriculture, a healthy environment.

Greater New York Labor Religion Coalition New York State Assembly NYS Assembly Community Resource Exchange (CRE) SCO Family of Services HCCI Chinese American Planning Council, Inc Heights and Hills Citizen Action of New York ROCitizen New York Association on Independent Living ATLI - Action Together Long Island NYSCAA New York Immigration Coalition Catholic Charities of Chemung & Schuyler Counties CDRC Labor - Religion Coalition of NYS Catholic Charities Professional Staff Congress Catholic Charities of Chemung / Schuyler Family Reading Partnership of Chemung Valley New York State Network for Youth Success NAMI Albany County Central Federation of Labor Food & Water Watch Jewish Family Service Metro New York Health Care for All Alliance for Positive Change MercyFirst Center for Independence of the Disabled in New York, Queens (CIDNY) SiCM — Schenectady Community Ministries Coalition for the Homeless CIDNY Citizen Action of NY PEF Retiree Urban Parhways, Inc Community Food Advocates PSC / CUNY AFT Local 2334 New York StateWide Senior Action Council Early Care & Learning Council Urban Pathways African Services Committee Day Care Council of New York New York State Community Action Association Supportive Housing Network of New York, Inc The Radical Age Movement United Neighborhood Houses

UFT President Michael Mulgrew on March 16 urged City Council members to put additional money in next year's city budget to support the programs that help teachers help students: Community Learning Schools, the Positive Learning Collaborative and Teacher's Choice.

While other communities take such services for granted, their re-introduction here will have a profound positive impact and will serve as a learning model for a new public health system of delivery.

He said community learning schools, Teacher Centers and the Positive Learning Collaborative are among the union's other top funding priorities for the upcomilearning schools, Teacher Centers and the Positive Learning Collaborative are among the union's other top funding priorities for the upcomiLearning Collaborative are among the union's other top funding priorities for the upcoming year.

New York City Council members attending the UFT's May 3 legislative breakfast heard why it's important to continue supporting five of the UFT's signature programs: Teacher's Choice, the Community Learning Schools Initiative, the Positive Learning Collaborative, the BRAVE anti-bullying program and the Dial - a-Teacher homework helpline.

List of Supporting Organizations: • African Services Committee • Albany County Central Federation of Labor • Alliance for Positive Change • ATLI - Action Together Long Island • Brooklyn Kindergarten Society • NY Immigration Coalition • Catholic Charities • Catholic Charities Brooklyn and Queens • Catholic Charities of Buffalo • Catholic Charities of Chemung / Schuyler • Catholic Charities of Diocese of Albany • Catholic Charities of the Roman Catholic Diocese of Syracuse • CDRC • Center for Independence of the Disabled NY • Children Defense Fund • Chinese - American Planning Council, Inc. • Citizen Action of New York • Coalition for the Homeless • Coalition on the Continuum of Care • Community Food Advocates • Community Health Net • Community Healthcare Network • Community Resource Exchange (CRE) • Day Care Council of New York • Dewitt Reformed Church • Early Care & Learning Council • East Harlem Block Nursery, Inc. • Family Reading Partnership of Chemung Valley • Fiscal Policy Institute • Food & Water Watch • Forestdale, Inc. • FPWA • GOSO • GRAHAM WINDHAM • Greater New York Labor Religion Coalition • HCCI • Heights and Hills • Housing and Services, Inc. • Jacob A. Riis Neighborhood Settlement • Jewish Family Service • Labor - Religion Coalition of NYS • Latino Commission on AIDS • LEHSRC • Make the Road New York • MercyFirst • Met Council • Metro New York Health Care for All • Mohawk Valley CAA • NAMI • New York Association on Independent Living • New York Democratic County Committee • New York State Community Action Association • New York State Network for Youth Success • New York StateWide Senior Action Council • NYSCAA • Park Avenue Christian Church (DoC) / UCC • Partnership with Children • Met Council • Professional Staff Congress • PSC / CUNY AFT Local 2334 • ROCitizen • Schenectady Community Action Program, Inc. • SCO Family of Services • SICM — Schenectady Community Ministries • Sunnyside Community Services • Supportive Housing Network of New York, Inc • The Alliance for Positive Change • The Children's Village • The Door — A Center of Alternatives • The Radical Age Movement • UJA - Federation of New York • United Neighborhood Houses • University Settlement • Urban Pathways, Inc • Women's Center for Education & Career Advancement

The ONEIDA COUNTY LIVING HEALTHY NY Program workshops, are part of the Healthy Choices NY series of initiatives, bringing people with chronic diseases, family members, and care givers together in a community setting to learn healthier ways to live, gain confidence, and motivation to manage their health, and feel more positive about life.

UFT President Michael Mulgrew and other educators at the Changing School Climate breakfast discussion on March 23 at union headquarters in Manhattan said the Positive Learning Collaborative and Community Learning Schools are proven methods to help students cope with emotional issues and improve school discipline.

The UFT's other legislative priorities this year include new curriculum and teacher training aligned with the education standards that are being developed; restored funding for Teacher Centers statewide; additional funding for community schools and the Positive Learning Collaborative; closing tax loopholes to ensure the wealthy pay their fair share; and increased investment in technology and career and technical education programs.

«The students really enjoy being able to use their skills and what they've learned in ceramics classes to make a positive difference in their community,» said Desirae Collins, the art teacher at HFCS who spearheads the school's involvement in Empty Bowls.

UFT President Michael Mulgrew on March 16 urged Council members to put additional money in next year's city budget to support the programs that help teachers help students: Community Learning Schools, the Positive Learning Collaborative and Teacher's Choice.

He appealed for additional funding for three programs and initiatives he said could accomplish that: Teacher's Choice, the Positive Learning Collaborative and Community Learning Schools.

They also pushed for the full restoration of Teacher Center funding and more state aid to allow for the expansion of the UFT's Community Learning School Initiative and the Positive Learning Collaborative, a joint UFT - Department of Education program to create safe and supportive learning environments by providing educators with strategies to respond to challenging student bLearning School Initiative and the Positive Learning Collaborative, a joint UFT - Department of Education program to create safe and supportive learning environments by providing educators with strategies to respond to challenging student bLearning Collaborative, a joint UFT - Department of Education program to create safe and supportive learning environments by providing educators with strategies to respond to challenging student blearning environments by providing educators with strategies to respond to challenging student behavior.

Through the Bronx Youth Corps, the students will learn to work as a group, learn about the importance of taking responsibility for their community, and gain the skills to make positive changes in The Bronx and become future leaders.

Through the Bronx Youth Corps, the students will learn to work as a group, learn about the importance of responsibility for the community, and gain the skills to make positive changes in The Bronx and become future leaders.

Although the general approach and results are «positive and useful,» says economist Jeffrey Sachs of Columbia University, «we don't learn very much about how levels of community development, government policies, local ecology, prevalent farm systems, and social organization influence the outcomes.»

Accepting that I had to do the parenting for myself — which included setting up a positive community, learning to cook, and figuring out how to soothe myself when I was overwhelmed and afraid — was often challenging.

The importance of community, support, positive self reflection, determination and the power of positive thought really spoke to these girls and we learned how our mental health and physical safety go hand and hand - valuable lessons for us all.

«I think this is an absolute gem available to anyone in the valley for a whole host of reasons including the wonderful community, the level of acceptance anyone who walks through the door experiences, the level of teaching & learning that goes on, the transformational power of the practice & the pleasantness of being in the studio, It is a powerful, positive, holy place.»

I am very involved in community outreach, I really enjoy meeting positive people who are striving to learn more about there purpose in glorifying the Lord.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

Nine of ten principals in schools that offer service - learning say it has a positive impact on students» civic engagement, personal and social development, and school - community partnerships.

Positive language is a driving force in creating a classroom community that learns together, grows together, and supports one another.

Components include building strong positive relationships; developing a growth mindset; connecting learning with social action in the community; and infusing arts, enrichment, and technology into the daily lives of students.

As part of a community of young creators, engineers, problem solvers, designers, collaborators, and dreamers, students can work as a classroom learning team, find inspiration in unanswered questions, and ultimately push ideas forward into a reality to make a positive impact on our world.

Create a positive school culture and climate that includes high - quality teaching and learning, safety, caring relationships, supportive, and challenging learning environments, sense of community and inclusion for all students and subgroups, and distributed staff leadership

Curiosity is part of The Compass Advantage ™ (a model created for engaging families, schools, and communities in the principles of positive youth development) because it is at the heart of lifelong learning.

The purpose of the call is to welcome the parent into the learning community and to establish a positive communication line.

Support community - building initiatives (such as schoolwide projects and assemblies), and adult practices (such as caring, respect, and engagement in learning), that foster a positive learning environment.

What makes your learning community a positive one?

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

Mason chairs the New and Aspiring School Leaders Institute, a four - day professional development program at HGSE that invites new principals to come together and talk about leadership styles, how to construct a positive learning environment, and how to form a community of school leaders.

Child and youth programs tend to be on the fringe of school reform discourse; yet, they can be a positive influence on student learning, particularly in high - poverty communities.

Outdoor learning helps to develop knowledge of oneself, others, the environment and the curriculum; encourages empathy, tolerance, understanding, cooperation and collaboration; and fosters positive attitudes towards health, risk, the environment and community.

Responsible citizens: Schools trips provide powerful learning outcomes for young people which contribute to a sense of belonging, feeling valued and the ability to make a positive contribution in their community and society at large.

Key findings from the REA study include the following: increased science capacity; positive youth development; and engagement in a community of practice that nurtured relationships and helped students learn from one another, envision careers in science, and feel good about their futures.

The institute includes a blend of theory and practice - based techniques for addressing student learning by strengthening instruction and better engaging communities, closing the achievement gap and establishing a positive, safe and goal - oriented school culture.

All of these young people have gained a positive experience of the arts, learning how the arts can bring different people together, creating links with different communities and encouraging them all to feel and sense of pride in themselves, their school and their local community.

To complete this feat, the program prescribes four essentials to learning: community support, leadership and positive values, access to resources, and new basic skills.

The factors that have been found to affect this comfort level such as self - confidence, trust and positive feelings for teachers, and supportive classroom and school communities are directly related to the state of mind compatible with the most successful learning, remembering, and higher - order thinking.