Sentences with phrase «promoting academic behaviors»

These domains incorporate evidence - based practices and strategies that attend to students» developmental and cultural needs while strengthening students» social and emotional competencies and promoting academic behaviors associated with improved student performance.

The first, focusing on building positive school cultures that promote academic behaviors, featured youth developer and public theologian Dr. Rev. Alfonso Wyatt, education researchers Dr. Michelle Fine and Dr. Joshua Aronson, transfer school principal Jean McTavish, and graduating high school seniors Erica Hernandez and Bob Rivera.

Not exact matches

Social - emotional skills promote positive behavior and academic success.

«With the economy the way it is now, universities should promote alternate careers just as much as they promote classic academics,» said Ketan Marballi, a graduate student at the University of Texas Health Science Center, San Antonio, who is studying the biomolecular bases of behavior.

Schools realize the importance of SEL and / or character for their broader purposes of developing the whole student, fostering academic achievement, promoting positive behavior, and creating a positive culture and climate for learning.

A 2017 research review found that SEL programs can promote academic success and increase positive behavior, while reducing misconduct, substance abuse, and emotional distress for elementary school students.

Furthermore, research indicates that high - quality, evidence - based programs and policies that promote social and emotional skills among students can improve academic achievement as well as positive behavior, physical and mental wellbeing, college and career readiness, and economic productivity.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

When mentoring is integrated into research - based reforms and interventions it can strengthen efforts to reduce poverty, truancy, drug abuse and violence, while promoting healthy decision - making, positive behaviors and activities and academic achievement.

An analysis by the Institute of Education Sciences of seven schoolwide programs to promote character education finds that the programs don't produce improvements in student behavior or academic performance.

EN: The benefit of being the PBIS coordinator at my school is being able to cultivate a school culture that actively and consistently promotes positive behavior, social emotional learning, and academic rigor and to develop a caring community by improving morale.

Positive Behavior Interventions and Supports is an evidence - based, data - driven framework to increase school safety, promote a positive climate conducive to learning to improve academic outcomes.

More specifically, she is interested in the intersection of academic intervention and secondary - and tertiary - level positive behavior support interventions that promote improved outcomes for these students.

Midway's T.I.G.E.R program (Teamwork, Integrity, Gratitude, Excellence & Respect) is designed to promote and celebrate student achievement, academic improvement, behavior, effort, attendance, and accepting responsibility for themselves.

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

With an eye toward building the skills, knowledge and behaviors that promote academic success and healthy development of young people, NSLA's experts in Programs and Systems Quality have worked with school districts, summer learning providers and funders across the country to help shape smarter summers, brighter futures for young people.

Programming builds skills, knowledge, and behaviors that promote academic success and healthy development.

Afterschool programs can boost academic performance, reduce risky behaviors, promote physical health, and provide a safe, structured environment for the children of working parents.

Student - led conferences are a way for students to set and monitor long term academic and behavior goals as well as promote self - efficacy.

In fact, a systematic process for promoting SEL is the common element among schools that report an increase in academic achievement, improved relationship quality between teachers and students, and a decrease in problem behaviors.

Teaching students social and emotional skills — such as relationship building, self - awareness, self - management, and responsible decision making — can prevent problem behavior and promote academic success.

Developed set rules for academic and behavior expectations for students which included students» input to promote ownership

Developed and provided social living skills, self - help skills, communication, and academics imitations skills to Disabled and Developmental People to promote educational, physical, social development behaviors management, recreation and vocational skills.

• 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

Forensic Health Services (Waterbury, CT) 7/2006 — 6/2009 Clinical Supervisor • Implemented differentiated instruction while creating and applying Positive Behavior Support Plans to provide accommodations for students on varying academic levels • Fostered the development of parent / teacher relationships to promote further at - home learning strategies • Employed a wide variety of instructional and assessment strategies

These programs vary in the approach they take to promoting students» social and emotional skills, but all have documented impact on students» behavior and / or academic performance.

The National Association of School Psychologists (NASP) examines that school psychologists help schools to improve academic achievement, promote positive behavior and mental health, support diverse learners, create a safe and positive school climate, strengthen family - school partnerships, and to help improve school - wide assessment and accountability for student progress in academics and behavior.

We hypothesized that training teachers to teach and manage their classrooms in ways that promote bonding to school, training parents to manage their families in ways that promote bonding to family and to school, and providing children with training in skills for social interaction would positively affect children's attitudes toward school, their behavior at school, and their academic achievement.

Through a series of developmentally appropriate thematic units and lesson plans, the program helps create a school and classroom environment that promotes the positive student behaviors that lead to greater academic success.

Outcome composites reflected positive (social competence, health - promoting behavior, self - esteem) and negative (externalizing, internalizing, academic problems) developmental outcomes.

Negative health role modeling, indicated by the presence of household smokers, was associated with less health - promoting behavior, as well as greater externalizing and academic problems.

Family aggression and parent aggravation were associated with less social competence, health - promoting behavior, and self - esteem, and greater externalizing, internalizing, and negative academic behavior.

We use the 2003 National Survey of Children's Health (NSCH) to assess the simultaneous impact of family, school, and community risk and promotive factors on several commonly studied positive (social competence, 25,26 self - esteem, 27,28 health - promoting behavior29) and negative (externalizing and internalizing behavior, 30 academic problems31) developmental outcomes.

(2017) Useful to: Parent Centers, preschool personnel, and parents of preschool - aged children Supporting parents» efforts to help their children develop during the preschool years improves child school readiness, reduces child behavior problems, enhances child social skills, and promotes academic success.

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

The Network is committed to building capacity of schools to prevent problem behaviors, promote positive school culture, and to evaluate the impact on both social and academic success of all youth, including those with the highest level of need.

Extensive research demonstrates that school - based SEL programs can promote and enhance students» connection to school, positive behavior, and academic achievement (Durlak et al., 2011).

There's now evidence that well - run, well - implemented social emotional programs have a clear impact on not only academics, but on kids» behavior, both reducing some of the negative behaviors like anxiety and depression and also promoting positive behaviors like getting along with others and working in groups.

When mentoring is integrated into research - based reforms and interventions it can strengthen efforts to reduce poverty, truancy, drug abuse and violence, while promoting healthy decision - making, positive behaviors and activities and academic achievement.

Findings show that SEL programs can promote academic achievement and positive social behavior, and reduce conduct problems, substance abuse, and emotional distress for elementary school students.

Our goal is to help district and school personnel develop supportive environments and implement effective strategies and policies that promote positive behavior, enhance protective factors, increase academic engagement, and improve academic performance.

Indeed, the most important emotional and interactive behaviors promoting children's development and psychological, social, and academic adjustment, such as love, acceptance, respect, encouragement of autonomy, learning, and self - esteem, moral guidance, and absence of abusive interactions, are not considered.