Students develop positive attitudes and beliefs about themselves as learners that increase their academic perseverance and prompt them to engage in
productive academic behaviors.
Farrington's answer was a quality she called academic perseverance — the tendency to maintain
productive academic behaviors over time.
Not exact matches
Just as an emphasis on the whole child consistently yields higher
academic outcomes, happier students, and increased positive
behaviors, we have seen that attention to the social - emotional needs of adults leads to
productive, happier teachers who enjoy their colleagues and their time at work.
Once the POWER principles were a natural part of the school culture, they developed the PRIDE principles of being
productive, responsible, inquiring, dedicated and engaged — geared towards the
academic behaviors Totem students were expected to demonstrate.
When teacher teams believe that they can positively impact student learning, it results in a number of
productive patterns of
behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on
academic pursuits.
When teachers believe that, together, they can positively impact student learning, it results in a number of
productive patterns of
behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on
academic pursuits.
If appropriate social skills with peers are developed and essential
academic skills are acquired, usually after intervention, most of these adolescents dramatically reduce their rate of conduct problem
behaviors and move into a more
productive pattern in their early adult years.
Just as an emphasis on the whole child consistently yields higher
academic outcomes, happier students, and increased positive
behaviors, we have seen that attention to the social - emotional needs of adults leads to
productive, happier teachers who enjoy their colleagues and their time at work.
Peer Influence as a
Behavior Management Tool Most public and private childcare systems continue to overlook peer influence despite the growing body of literature indicating that it represents a powerful force in maintaining orderly,
productive, and positive
academic and rehabilitative environments (e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow & McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, & Geik, 1992; Wasmund, 1988).