«Dr. Chen's book on Fostering Effective Communication with Dual Language learners provides educators with ideas, insight, and practical tools that are useful in promoting
positive learning environments for students of all intelligence and various backgrounds.
Not exact matches
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 b
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 b
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 b
learning environments by providing educators with strategies to respond to challenging
student behavior.
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
In her synthesis
of research on effective teacher professional development that has demonstrated a
positive impact on
student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to
learn and apply evidence based practices, establishing a professional
learning culture that provides a safe and authentic
environment for professional enquiry and ensuring school leaders take an active role in developing professional
learning, and maintaining momentum within schools.
It is a rigorous process that requires 22 states to work together every day to drive towards consensus about a range
of policies and assessment practices that support a
positive and strong
learning environment for every
student.
The existence
of an orderly
learning environment throughout the school — established through
positive rather than negative means, whereby there are high levels
of teacher consistency about how it is «enforced» and structures in place to ensure that all
students are known well by at least one adult in the school — is a fundamental precondition
for improved teaching and
learning to occur on which the subsequent improvement in
student learning outcomes can be based.
Meyers: Our goals include providing a media venue where people from all walks
of life can have their voices heard in a safe, commercial - free, child - friendly
environment; promoting
positive role models; empowering young people to realize their own potential to effect
positive change in the world; bridging the digital divide and continuing to enrich this digital media archive with inspiring stories from around the globe; enlisting support from foundations, grants, and government agencies, corporations, and individuals so that this global
learning project can continue to grow and provide a freely - accessible, online multi-media resource to educators and
students around the world
for decades to come.
Of these, the last one — relationships — is foundational; strong
positive relationships, between teachers and
students as well as among
students, foster the right
environment for transformational
learning to take place.
When I sit down
for lunch with our Year 12
students shortly before they commence their end
of year examinations, they invariably remark on how
positive the
learning environment was
for them.
Best Behavior is a professional development program designed
for administrators and teachers to support their efforts in creating and maintaining a
positive and supportive school culture that facilitates academic achievement and the healthy social development
of students in a safe
environment that is conducive to
learning.
The National School Boards Association (NSBA), representing over 90,000 local school board members across the nation, is pleased to submit this Statement
for the Record regarding the need to create and sustain
positive and safe
learning environments and to offer our perspective on the appropriate use
of seclusion and restraints
for all
students.
OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development
of Institutional Transformation, a new project that will result in more
positive work
environments for Black teachers, improved leadership capacity, and ultimately improved
learning outcomes
for students.
That
environment, whether
positive or negative, sets the tone
for learning throughout the day and affects a
student's perception
of education.»
Assisting your
student with understanding the importance
of these guidelines assures that BCJDC is a safe, healthy, and
positive learning environment for everyone.
In schools where teacher evaluation has become simply a matter
of numbers, ratings, and rankings, it may be undermining the very professionalism that's essential to
positive learning environments for students.
If we are to ensure a
positive future
for all
students, we must create a climate in which the
student body in general can enrich the
learning environments of those
students not keeping abreast
of the current pace
of change.
Teachers who reported higher levels
of authentic instruction taking place in their classrooms also reported higher levels
of student engagement; this suggests that when the teachers felt the lessons were more engaging and interesting
for the
students, their feelings
of self - efficacy increased, and consequently, the whole
learning environment became more
positive for both teachers and
students.
Schools that effectively leverage a balance
of positive behavior interventions and supports, collaborative problem - solving, and restorative practices to their schoolwide discipline systems are most equipped to provide safe and respectful
learning environments, guide and support expected behaviors
for varying situations, maximize instructional time, and increase
student learning and well - being.
One
of the many things I loved about this book is the emphasis on meeting the needs
of students as a foundation
for creating a
positive learning environment.
To that end, school nurses facilitate normal development and
positive student response to interventions; promote health and safety, including a healthy
environment; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build
student and family capacity
for adaptation, self - management, self - advocacy, and
learning (National Association
of School Nurses [NASN], 2010).
In addition to improving
student outcomes, small class sizes make
for a
positive learning environment and encourage the development
of strong
student - teacher relationships that are critical
for learning.
Effective classroom management, escorting
students to and from the Title I classroom, providing, a safe and
positive learning environment are also key responsibilities.Teachers will be a part
of a team that works with
students who qualify
for Title I assistance.
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 Leader
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 Leader
Learn / Time on Task,
Positive Home - School Relations, Frequent Monitoring
of Student Progress, and Strong Instructional Leadership.
Two years after Betty Best Elementary received a state accountability rating
of Improvement Required, a new leadership team took the helm and implemented the CHAMPS ™ model to improve
student behavior and create a more
positive environment for teaching and
learning.
Because private schools, whether secular or religious, are able to control
for admission
of students they don't want, private schools ought in theory be able to create classrooms that are more effective
learning environments for those children the schools do want and who are, presumably, selected by the school
for positive reasons.
For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyo
For these and other reasons, an extensive body
of research suggests that small schools and small
learning communities have the following significant advantages: • Increased
student performance, along with a reduction in the achievement gap and dropout rate • A more
positive school climate, including safer schools, more active
student engagement, fewer disciplinary infractions, and less truancy • A more personalized
learning environment in which
students have the opportunity to form meaningful relationships with both adults and peers • More opportunities
for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyo
for teachers to gather together in professional
learning communities that enhance teaching and
learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small
learning communities and small schools at the middle level increases the chances
for students to be successful in high school and beyo
for students to be successful in high school and beyond.
This includes expanding access to quality early childhood education, full day kindergarten, increasing the amount
of time available
for learning, raising the bar
for powerful instruction, and creating
positive, safe, nurturing school
environments that are conducive to
learning and that foster our
students» creativity and motivation.
Our current location's bigger and brighter classrooms allow us to serve more children in the neighborhood, and create a
positive and comfortable
learning environment for all
of our
students.
SPED 220 Introduction to Special Education SPED 223
Learning Environments and Differentiated Instruction SPED 225 Introduction to Behavioral Disorders and
Learning Disabilities SPED 226 Evidence Based Interventions
for Students with
Learning Disabilities and / or Behavioral Disorders SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied Behavior Analysis and
Positive Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 School, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional Planning SPED 276 Coordination
of Cooperative Occupational Programs SPED 229 Practicum in Behavioral Disorders and / or
Learning Disabilities EDUC 201 Education Research I * SPED 278 Consultation and Inservice *
OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development
of Institutional Transformation, a new project that will result in more
positive work
environments for Black teachers, improved leadership capacity, and ultimately improved
learning outcomes
for... Continue reading Black Teacher Project to Improve
Student Outcomes by Facilitating Supportive Workplaces
for Black Teachers →
SPED 220 Introduction to Special Education SPED 223
Learning Environments and Differentiated Instruction SPED 224 Curriculum & Methods
for Students with Moderate & Severe Intellectual Disabilities SPED 225 Introduction to Behavioral Disorders and
Learning Disabilities SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied Behavior Analysis and
Positive Behavior Support SPED 254 First Aid, Health & Safety
for Individuals with Moderate & Severe Disabilities EDUC 275 Literacy Assessment and Instruction I SPED 272 School, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional Planning SPED 276 Coordination
of Cooperative Occupational Programs SPED 229 Practicum in Behavioral Disorders and / or
Learning Disabilities
Recognizing the importance
of positive school climate throughout the district to improve the climate
for learning through an intentional model to be implemented and sustained to ensure quality, safe, equitable, and engaging
environments for students and adults
In addition, practicing and preaching the necessity
of incorporating these issues is crucial to creating a comfortable, safe, and
positive learning environment for every individual
student.
In addition to providing sample lessons and applicable integration tips, the text sets a standard
of student empowerment with a
positive urgency to create a more authentic
learning environment for students today.
The Office
of Equity provides leadership in education and compliance
for all equity - related issues and in the development and enhancement
of diversity and equity so that each
student can achieve her or his maximum potential in a
positive and safe
learning environment.
Small class sizes make
for a
positive learning environment and encourage the development
of strong
student - teacher relationships that are critical
for learning.
Recommended Strategies: Supportive Provide opportunities
for students to discuss concerns with teachers and counselors Address issues
of motivation, self - perception and self - efficacy Accommodate
learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery
learning Decrease competitive, norm - referenced
environments Use cooperative
learning and group work Use
positive reinforcement and praise Seek affective and
student - centered classrooms Set high expectations
of students Use multicultural education and counseling techniques and strategies Involve mentors and role models Involve family members in substantive ways
Using her love
for her
students and
positive attitude, Becky can ensure a comfortable
learning environment for all
of her
students.
Assisted in the supervision
of students in various indoor / outdoor activities
for the purpose
of providing a safe and
positive learning environment
After School Teachers work with small groups
of children and are in charge
of ensuring a
positive learning environment for students.
• First - hand experience in building a community
of creative
learning practices across the school
for each after school program • Track record
of facilitating the long term development
of creative teaching and
learning at a structural level • Well - versed in coordinating development and implementation
of afterschool programs based on each
student's individual needs • Deeply familiar with utilizing
positive strategies to support the social and emotional development
of all enrolled
students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development
of students • Documented success in building and maintaining
positive and genuine relationships with
students and their families • Qualified to develop procedures and policies
for smooth operations
of after school programs • Ability to create and maintain records
of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics
of after school programs • Proficient in monitoring after school program
environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety
of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both
students and their families
• Assess
student objectives and progress • Leads 25 chair classroom in developing solid foundation
for continued education • Works with parents or guardians to create a
positive learning environment at home • Prepares written materials
for class, records grade and attendance data • Documents behavioral or instances
of suspected abuse
• Hands - on experience in assisting
students embark and disembark school buses by enduring their safety and wellbeing • Highly skilled in monitoring
students with special needs to ensure that they are not distressed and are safe from bullying • Deeply familiar with monitoring
students to ensure that they do not cause disruption to the driver • Effectively able to report observations and incidents
for the purpose
of communication information to school district office personnel • Proficient in instructing
students to ensure that they are aware
of appropriate behavior and onboard safety regulations • Adept at ensuring that emergencies are handled appropriately, focusing the
students» safety primarily • Able to effectively assist bus drivers in charting out appropriate routes to and from school, in accordance to provided regulations • Qualified to maintain attendance and ridership records and
learn established bus routes • Competent at working with bus drivers to ensure a
positive environment during transport and assure that
student safety is foremost • Proven record
of effectively inspecting buses before and after
student embark and disembark to ensure safety
of the vehicle
He / she should have complete knowledge
of the subjects they are teaching and also create a
positive and dynamic
learning educative
environment for the high school
students.
NSU Teacher Education Program Candidate Regularly assumed role
of lead teacher; Supervised an average
of 23
students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's
student discipline code to deal with problem situations; Preserved the confidentiality
of student records and information at all times; Determined
student strengths and weaknesses through STAR testing and weekly assessments; Nurtured
students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction
for individual
student needs; Encouraged personal responsibility while maintaining
positive learning environment for all learners; Maintained communication between school and parents via
student planners, and parent / teacher conferences.
Aimed at early childhood educators,
students of early education, beginning practitioners, parents, grandparents and carers, the Everyday
Learning Series provides wonderful suggestions about how to create positive learning environments for young c
Learning Series provides wonderful suggestions about how to create
positive learning environments for young c
learning environments for young children.
Aimed at early childhood educators,
students of early education, beginning practitioners, parents, grandparents and carers, this popular subscription draws upon the endless possibilities offered by everyday experiences and provides wonderful, simple, creative ideas about how to create
positive learning environments for young children and enhance their interactions with the world around them.
That
environment, whether
positive or negative, sets the tone
for learning throughout the day and affects a
student's perception
of education.»
The purpose
of the Missouri Schoolwide
Positive Behavior Support (MO SW - PBS) network is to assist schools and districts in establishing and maintaining school
environments where the social culture and behavioral supports needed to be an effective
learning environment is in place
for all
students.