Sentences with phrase «reduce classroom problems»

These skills have been shown to reduce classroom problems such as misbehavior and aggression (PDF), and many schools have found that the program can help reduce discipline referrals.

Not exact matches

Previous research has shown that incorporating these programs into the classroom improves learning outcomes and reduces anxiety and behavioural problems among students.

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.

And yet, its proponents say the practice has a solid place in the 21st - century classroom because looping has been known to strengthen student - teacher bonds, improve test scores, expand time for instruction, increase parent participation, and reduce behavioral problems and placements in special education programs.

The impact from a positive pupil - teacher relationship when a child is on the cusp of adolescence was found to last for up to four years - into the «difficult» teenage years - and significantly reduced problem classroom behaviours such as aggression and oppositional behaviour.

But a climate of reduced budgets has seen schools turning to their outside spaces to alleviate the pressures of overcrowded classrooms and there is little sign on the horizon of schools being offered any real help in addressing this problem.

Reducing behavior problems in the elementary school classroom: A practice guide (NCEE 2008 - 012).

Not only did the program improve communication with parents; it also helped reduce classroom discipline problems and improved student performance, Karr says.

Teachers have been calling attention to the problem of overtesting in public schools for years, and this weekend the Obama administration finally responded by releasing a plan to reduce testing, saying no more than two percent of classroom instruction time should be spent on tests.

Diverse classrooms reduce racial bias and promote complex reasoning, problem solving and creativity for all students.

In my classroom I found that integrating SEL into school experiences can have a profound impact: increasing the academic success of students, reducing behavioral problems, lowering emotional stress, encouraging students to make better decisions, and ultimately fostering a better learning environment for everyone.

A classroom - based social emotional learning program for elementary students to reduce aggression and behavior problems in children.

Strong teacher - student relationships not only reduce discipline problems, but they also connect behavior and decision making — both in and out of the classroom — to the curriculum (Wolk, 2002).

But perhaps this problem has never been stated as starkly as in a recent paper examining the distribution of teacher quality in Washington state: «We demonstrate that in elementary, middle school, and high school classrooms (both math and reading), every measure of teacher quality — experience, licensure exam score, and value - added estimates of effectiveness — is inequitably distributed across every indicator of student disadvantage — free / reduced lunch status, underrepresented minority, and low prior academic performance.»

OpenUrlCrossRefPubMedWeb of Science QUESTION: Can the universal component of the Fast Track prevention programme reduce behaviour problems in the classroom?

The purpose of this study was to examine the impact of both functional behavior assessment - based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional / behavioral disorders (EBD) in special education classrooms.Specifically, this study was interested in how interventions based on changes in classroom routines and instructional behaviors compared with interventions based on functional behavior assessment.Results demonstrated the effectiveness of incorporating effective classroom practices in reducing problem behaviors in special education classrooms for students with EBD.

Proven strategies will be presented that administrators can use to maximize efforts to improve school climate, reduce problem behavior, improve classroom practices, and implement supports for students with challenging behavior.

Through engaging, thought - provoking classroom activities, students learn about emotions and the social - emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more.

Previous research has shown that incorporating these programs into the classroom improves learning outcomes and reduces anxiety and behavioral problems among students.

The evaluation found higher levels of classroom instruction improved children's social - cognitive processes, reduced behavioral issues and decreased teacher's perceptions of youth problem behavior.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Two kinds of prevention programs designed to promote the social and emotional competencies of preschool children have shown positive impacts: universal programs, which are usually teacher - taught and directed toward the entire classroom to promote social learning and positive peer relations; and indicated programs, which focus on remediating skill deficits and reducing existing behavioural problems that may lead to peer difficulties in some children.

Both the classroom - centered and family - centered interventions were designed to reduce the risk for later conduct problems by enhancing the child behavior management practices of teachers and parents, respectively.