Sentences with phrase «relationships with his teachers there»

He has actual friends he enjoys seeing, he's developed relationships with his teachers there, and he's learned so much.

Not exact matches

Bach is amazingly industrious, callously overworked, venerated by connoisseurs, desired as a teacher, devoted to his sons (there is almost nothing known about his relationship with his daughters), publicly hot - tempered, professionally ambitious, entrepreneurial, and religiously devout.

Cuomo, who in his first term had a decidedly strained relationship with public - sector labor groups who represent state employees as well as teachers, said there's an «anti-union movement» afoot in the coutnry.

It takes time, practice and the help of a good teacher to really «get it,» so, in the beginning, cultivate a relationship with your pelvic floor and just get used to playing around down there.

«HGSE students were really blown away by how quickly the New Orleans students took to us and built relationships with a group of strangers who they knew would only be there for one week,» said Orin Gutlerner, associate director of the Ed School's Undergraduate Teacher Education Program.

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.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

Similar work has found that screening performance predicts teacher attrition, so we were a little surprised there was not a significant relationship with retention in our study.

Given the adversarial nature of the relationship, there was never any real possibility of teachers accepting joint responsibility for student performance outcomes, as was the case with unions in northern Europe, where the relationship has never been hostile.

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.

In addition to the multitude of evidence, there is much anecdotal support about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a trip.

Still, there are some built - in tensions that Cerf has not been able to soothe, such as his relationship with the Newark Teachers Union.

Between finding the right school, getting there on time every day, checking on progress, maintaining good relationships with teachers and the havoc of revision, the pressures of an education are borne by the entire family, and striking the right balance as a parent is a perpetual challenge.

There are many ways to check in with students and snatch time for short conversations that transform stereotypically adversarial student - teacher relationships.

And we had a relationship that really was quite productive and I thought it was all about me but she was of course the same with all of the other kids, she found something beautiful about everybody and let them know — and there was a quality about her that was so much beyond her as a competent teacher.

While many teachers report feeling ill - equipped to establish collaborative relationships with parents, there are several strategies that can be employed to strengthen these ties.

«I always make sure that I've had contact with them consistently about positive things beforehand, so there's already a relationship,» says Katie Hartman, a fourth - grade teacher in York, Pennsylvania.

So much of the time, as we progress up the grades, there's less focus on teachers developing a close interpersonal relationship with the kids in their classroom.

But he also acknowledged that relations with the Sacramento City Teachers Association «became frayed, and there could have been more effort to repair the relationship.»

With respect to the absence of a relationship between teachers» beliefs and student motivation, although there is good theoretical and empirical evidence to suggest that these variables could predict student outcomes, it is also true that linking teacher - level beliefs to student outcomes is not a clear and straight path (Holzberger et al. in press; Klassen et al. 2011).

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.

Allen argues that there is a relationship between the level of school disadvantage and the turnover rate of its teachers; and that schools with lower ability intakes struggle to recruit specialist teachers for shortage subjects as well as often struggling to appoint head teachers.

According to the most recent data available — a 2009 MetLife survey with a nationally representative sample of more than 1,000 K - 12 teachers — 86 percent of teachers say that there is a strong relationship between having «high expectations for all students» and student learning.

There is also the skepticism of school reform among suburban parents, who may realize public schools are in atrocious shape, but also have a relationship with schools and teachers that few school reformers (save for the Steve Barrs and Geoffrey Canadas) have dared to match.

Tapping King to become the new secretary of education suggests there will be no significant change in California's relationship with Washington, at least when it comes to the teacher evaluation issue.

Meanwhile, on another front, there is a great kerfuffle over teachers involved in inappropriate relationships with students.

Not shown in the table, however, are several significant negative effects in relationships with teachers as rated by first - grade and third - grade teachers; in fact, there were no significant positive effects for this cohort as assessed by teachers for any of the elementary years.

«And if we were more honest about that,» Schneider said, «I think that would do a great deal to get parents searching for better information» — information on things like the relationships between teachers and students, how students interact with each other, and «the degree to which students are engaged and happy to be there.»

South Side High School teachers, Katie Burke and Debbie Tanklow were there to say how the evaluation system would undermine their relationship with their students.

She used R (i.e., a free software environment for statistical computing and graphics) to simulate correlation scatterplots (see Figures below) to illustrate three unique situations: (1) a simulation where there are two indicators (e.g., teacher value - added and observational estimates plotted on the x and y axes) that have a correlation of r = 0.28 (the highest correlation coefficient at issue in the aforementioned post); (2) a simulation exploring the impact of negative bias and a moderate correlation on a group of teachers; and (3) another simulation with two indicators that have a non-linear relationship possibly induced or caused by bias.

Beginning with peer - teacher relationships, healthy development of communication and other social - emotional skills is demonstrably seen in neurological and psychological research when there are strong connections to adults within a child or adolescent's life (McKeough & Griffiths, 2010, p. 219).

These global problems may, in fact, be associated with peer relationships, but there is little research that has investigated how children from families high in marital conflict are perceived socially by their peers and teachers and their level of acceptance in peer contexts.

There is some evidence that global relationship orientations of teachers shape their daily emotional lives, which converges with notions from attachment scholars about the influence of attachment styles on emotion regulation (Cassidy 1994).

Also, there is little recognition of the internal needs that teachers themselves may have for positive, personal relationships with individual students.