Sentences with phrase «positive teacher relationships»

Personal best goals were correlated with a range of positive variables at Time 1; however, at Time 2 the effects of personal best goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time 1 factors, suggesting that students with personal best goals show sustained resilience in academic and social development.

Not exact matches

Good labour relations in education and positive working relationships between provincial governments and teacher unions are a critical ingredient in the relative success of our public education system.

Gareth Cheeseman from the Christian charity Acet UK which runs sex education classes said: «Our concern at the moment is the number of young people who don't receive any relationship and sex education because their teachers are untrained and they don't have the curriculum time to cover it, anything that can help tackle that issue has the potential to be a positive force.»

Equally important, celebrity athletes are distant figures for children and youth, whereas a parent, teacher, coach, or family friend, in the role of mentor, can influence young athletes» everyday lives in positive ways by developing ongoing relationships with them.

Studies show that students try their best when they have a positive relationship with their teachers.

Help your child form positive relationships with teachers.

It is important for parents to have a positive relationship with their child's teachers and keep open communication.

Stimulated by more positive reinforcement, kids who have been out of control can learn to rein in their behavior and enjoy more rewarding relationships with parents and teachers.

In fact, compared with elementary schools, middle grade schools often have more students per grade, lower levels of student autonomy, less positive teacher - student relationships, and more competition and less cooperation among students.

The study found that even if teachers move to a more supportive district, they have a hard time trusting or building positive relationships with other teachers and administrators.

We create in - person events to bring teachers together, so they can learn from each other and nourish their lives through positive relationships.

A writer, teacher, speaker, and healthy lifestyle advocate, Elise helps people create a positive relationship with food and their body.

He introduced five elements of well - being — positive emotion, engagement, relationships, meaning, and accomplishment — and found that teachers who attend to those elements can improve student outcomes.

Most teachers feel that educators can address even major threats to safety, such as gangs, fights, and student conflict, only by building positive relationships within the school.

In surveys with 300 New York City public school teachers that included an open - ended question about the largest threat to school safety, the most common response was a lack of cohesive culture and positive relationships between staff and students.

But how do busy and often undersupported teachers go about building strong relationships with students and developing positive methods of conflict resolution?

According to the American Psychological Association, students with a more positive and connected relationship with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.

Model a positive, respectful relationship between the pre-service teacher and supervising teacher and this will encourage families to engage and develop a team approach;

This is not a comprehensive list of ways that teachers can develop positive relationships with English - Language Learners and other students.

They found that when teachers realized they shared commonalities with students, they rated their relationships as more positive and those students tended to earn higher grades.

As a beginning teacher I knew that it was important to connect with parents and to build a positive relationship with them, but at times I wasn't sure how to do this.

Benefits for teachers Residentials also have a number of positive benefits for teachers, who develop better relationships with their students, see them in a completely different light and gain a better understanding of their students» strengths and limitations Teachers involved in Learning Away also believe that, as a result of their residential experiences, they have become more experimental and flexible in their teaching and have more confidence to try different types of tteachers Residentials also have a number of positive benefits for teachers, who develop better relationships with their students, see them in a completely different light and gain a better understanding of their students» strengths and limitations Teachers involved in Learning Away also believe that, as a result of their residential experiences, they have become more experimental and flexible in their teaching and have more confidence to try different types of tteachers, who develop better relationships with their students, see them in a completely different light and gain a better understanding of their students» strengths and limitations Teachers involved in Learning Away also believe that, as a result of their residential experiences, they have become more experimental and flexible in their teaching and have more confidence to try different types of tTeachers involved in Learning Away also believe that, as a result of their residential experiences, they have become more experimental and flexible in their teaching and have more confidence to try different types of teaching.

For the supervising teacher, positive relationships can be established at the beginning of the practicum by setting clear expectations with the pre-service teacher: what you expect from them, and what they can expect from you.

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.

«These findings indicated that multiple components of a positive school climate, such as peer support and positive teacher — student relationships, were critical to the maintenance of students» wellbeing during parental military deployment,» the report says.

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.

The synergy between pupil and teacher well - being is clear: student attainment impacts positively on teacher well - being and there is some encouraging, albeit limited, research evidence to suggest that there is a statistically positive relationship between staff well - being and SATs results, with eight per cent of variance attributable to teacher well - being after the exclusion of other factors.

«The report makes it clear that some of the most important factors in these collaborative problem solving results is in the strong, positive relationships that exist between students, teachers and parents,» Mr Birmingham said.

Given that substantial funding is needed to hire teachers and staff, purchase instructional materials, and maintain facilities, the lack of a positive relationship between school spending and student outcomes is surprising.

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.

Caring leaders and positive student - teacher relationships that inspired teachers were also reported to promote resilience.

While we know that a balance is important, that young people want to be supported and that they want to feel connected to their school and to their teacher, there's much more that needs to be understood about this and we can do this both through administering questionnaires but probably better yet actually talking to teachers and young people and asking them specifically, in specific schools, in specific neighbourhoods: «What would make for a better relationship and a better environment where you would want to spend time, learn and also learn some good, positive behaviour skills?»

So, what we're suggesting is while those programs are also very important and they show good effects on changing behaviours or other outcomes, teacher - student relationships are also important and could achieve similar effects through building positive relationships.

Report author, Dr Ben Alcott, said: «When people speak of a positive school experience, they frequently cite a personal relationship with a teacher and the encouragement they were given.

The results also confirmed the positive relationship of key characteristics of professional - development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school's organization.

And keep in mind throughout the season and through the coming year that building a positive parent - teacher relationship is absolutely necessary.

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.

Some of the key themes included the importance of building positive student - teacher relationships, maintaining wellbeing, professional learning, and never losing your sense of humour.

Id like to suggest, therefore, that this month all parents and teachers make a renewed effort to form positive relationships with one another; to forget the need for improvement in the child and concentrate instead on the need for improvement in the interactions between the childs parents and teachers.

They cited many reasons for their positive feelings, including feeling safe and comfortable at school and having secure relationships with their teachers and their peers.

Support for teachers: It may not be realistic for every teacher to meet Indigenous students» needs relating to language, culture and identity, but there is much that can be done to help teachers to feel confident and competent in establishing positive relationships with their Indigenous students.

«Children who have positive relationships with teachers appear do better socially and academically in part because they trust their teachers,» Bub says.

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.

If you're struggling and need to strengthen this area of your practice, observe other teachers, ask your administration to send you to professional development seminars focused on management, and practice some of the key best practices: Build positive relationships with students, have consistent standards, use positive narration, etc..

Most teachers I know want to have a positive relationship with their students, but often don't know how, or believe that silence and obedience mean they're learning.

Natural environments allows for a less formal approach and engender positive learning and meaningful relationships with peers, teachers and supporting adults.

Clinical psychologist Amanda P. Williford offers two strategies for teachers to manage behavior problems — and reduce the stress these problems cause — by building strong, positive relationships with students.