Sentences with phrase «positive relationships in the classroom»

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

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.

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

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

Not exact matches

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.

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.

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 schooIn 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 schooin 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 schooin school.

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.

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

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.&raquIn 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.&raquin the classroom promotes «order, discipline, fairness, and productive student - teacher relationships.»

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).

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.

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.

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.

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.»

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

In the first «residency» year, you'll learn the basics of how to build relationships with students, families and colleagues; you'll apply proven strategies for establishing a positive and productive classroom culture; you'll learn teaching strategies specific to the grade levels and subject areas that you teach (e.g., high school biology); and you'll develop skills in lesson planning and assessment desigIn the first «residency» year, you'll learn the basics of how to build relationships with students, families and colleagues; you'll apply proven strategies for establishing a positive and productive classroom culture; you'll learn teaching strategies specific to the grade levels and subject areas that you teach (e.g., high school biology); and you'll develop skills in lesson planning and assessment desigin lesson planning and assessment design.

With the new school year rapidly approaching, educators headed back to the classroom are faced with a bevy of thoughts: Most teachers entertain thoughts about how to motivate students, how to invent fun classroom games, how to use technology in the classroom, and, of course, how to create a nurturing classroom that encourages positive relationships between the teacher and the pupil.

The ability for children to learn to relate to one another and make positive relationships is essential in a classroom community.

(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.

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).

In the classroom and on the road, we look to foster a positive relationship between students and staff.

Developed positive relationships with coaches and student - athletes to ensure success in the classroom.

KEY ACCOMPLISHMENTS • Assisted in creating a positive and cooperative classroom environment which resulted in building strong relationships with all class members • Helped to provide stability during a period of frequent teacher changes

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

• 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

Additionally, she highlights how she works well in a team environment with her fellow educators and how she prides herself in her ability to develop positive relationships with parents and encourage their involvement in the classroom.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Children need positive relationships, and for over 15 years, The Pyramid Model has worked to support social and emotional development in early childhood classrooms.

This chapter offers teachers and researchers a motivational framework that explains how positive and negative student — teacher and student — peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.

She led the faculty team in developing Garrison Institute's program, Cultivating Awareness and Resilience in Education (CARE), conducting research to examine how CARE may improve teacher - student relationships, increase pro-social student behavior, create a more positive classroom atmosphere, and improve students» academic performance.

Imagine a school where the leaders consistently model good practices, proactively train staff, welcome parents as partners, focus on relationships (student - student, adult - student, adult - adult), use positive discipline policies, and invest time and resources in and out of the classroom.

Encouraging positive behavior, which focuses on positive feelings, relationships in a pro-social classroom, and practices that encourage participation, engagement, and agency.

STAGE 1 uses circles to proactively create strong positive relationships between teachers and students in classrooms.

[9] Schools have also reported a reduction in disciplinary measures, an increase in school attendance, and positive shifts in classroom and playground relationships as well as relationships at home.

She offers them Positive Discipline tools that support building relationships and safety within their classrooms and schools so that students can settle in to the task of learning.