Sentences with phrase «responsibility for their learning needs»

Not exact matches

She said: «We don't want to take the responsibility from the parents but I think it is important for our children to learn other ideologies and other viewpoints, but given also freedom to explore and challenge those viewpoints if need be.»

On the other hand, when teachers possess the authority of qualified experts in learning and in the guidance of learning, and when they are organized into strong professional bodies which faithfully exercise responsibility for high professional standards, they can freely teach with sole regard to individual aptitude and need and without fear or favor in respect to social class.

I learn my wife's needs for protection, shelter, security and gladly accept those responsibilities — even though it might take extra effort, even discomfort — because I love her.

If we've learned anything from the world's economic crisis, it has to be that football clubs need to have responsibility — not just for today, but for their own futures.»

In fact, effective parenting helps your child learn to be accountable — to both accept responsibility for meeting the expectations of your family, and to develop the skills they need to meet those expectations.

• The need to exercising self - compassion as you process emotions • Emotional purging in a conscious way to move to an easier parenting journey • Moving passed mindfulness and consciousness to peacefulness • Functioning as a peaceful human being • Moving from «doing» to «being» • The value of peaceful presence, free of emotional trigger, for your kids • Modelling ownership of behavior for your kids • Peacefulness as a practice that takes time • Parenting as an extension of nature: gradually forging new pathways in your relationships and being expansive, not staying «stuck» • The healing power of authenticity with your kids • Aiming for perseverance and presence, not perfection • Exercising compassion for others and recognizing we don't know their struggles • Learning how not to try to control others and focus on self to remain peaceful • Journalling as a practice to release emotions • Finding opportunities for stillness • Releasing others from the responsibility for reading your mind • Shifting to a solution focus to create momentum • Fear: being curious about it to avoid being driven by it • Showing up in your own home to make a difference in the world • Practical ways to nourish yourself • Unconditional love — what does that look like?

Learning the job of motherhood is hard enough without the distractions of responsibilities outside the home, but when you're trying to maintain your identity as a working woman you have an intensified need for the lessons taught by breastfeeding.

You breastfeed a baby on demand, sleep with said baby, likely carry baby around with you for a while, had older children play with younger (or family) as they aged, they took on responsibilities and learned by watching, you had help from other women to get what needs to get done, done, and so on.

Kids do need to learn responsibility for their own actions, so having mom say sorry and offer to fix the problem won't teach Junior anything.

Students are also expected to gradually develop the inner discipline they need in order to take responsibility for their own learning.»

They needed to learn how to take responsibility for their birthing, so I included birthing choices; risks, benefits and alternatives to common interventions.

Parent support programs aim to support and strengthen existing parenting abilities and promote the development of new competencies so that parents have the knowledge and skills needed to carry out child - rearing responsibilities and provide their children with experiences and opportunities that promote child learning and development.14 Parenting support programs typically include the following features: universal access for families, early support to families, and family involvement at all levels of program operation15 Parenting programs often encompass a variety of parenting activities, including, but not limited to, parent and child play groups, parent information classes and support groups, parenting materials, and individualized parent supports provided in response to particular child - rearing concerns or specific parenting questions.

«In a context of unmanageable and unsustainable levels of teacher workload, the Government will need to demonstrate that its proposals will bring downward pressure on the workload and bureaucratic burdens placed on primary teachers and headteachers and enable them to focus on their core responsibilities for teaching and leading teaching and learning.»

The Internet is here to stay, and we need to learn how to live with it in a positive and constructive way and take responsibility for what we do online just as we would IRL.

Point is, there are endless ways for you to learn more about online dating and get back in the game, and it should be your responsibility to do the research, as only you truly know where you need the most help.

For posts carrying a teaching and learning or TLR and Special Educational Needs Coordinator (SENCO) responsibility, only 17 % of roles were filled with ease; 60 % of members reported difficulty in filled these posts, and in 23 % of cases the school failed to recruit altogether.

There are many reasons why we should avoid collective punishment, but the most important is that if we want students to learn how to take responsibility for their behavior, they need somewhat predictable outcomes for their choices.

With the responsibility to respond in the best way for so many difficulties, having a clear framework with strategies I can understand and which the children become used to across the school, has allowed me to feel more confident in being able to support children who might have big safeguarding challenges, mental health difficulties or the kind of learning needs which make the classroom a tricky place to be.

(Normally, if other individuals or units need write access for their own publications, they can request this from the Learning Technologies Center, and will then have their own access and responsibilities.)

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

For training managers, this is an additional responsibility as they have to take care of the learning needs of these employees.

Thus, principals need to take responsibility for increasing academic learning time by modeling positive behaviors.

They have a particular responsibility for learning and development amongst finance staff in order to ensure that both current and likely future finance skill needs are addressed.

«Also it will get them ready for independently taking responsibility for their learning, which will need to happen for them to go to college.»

Getting kids to open up; developing the skills needed to create independent problem - solvers; developing respect among students; and getting kids to take responsibility for their own learning.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

This gives students greater responsibility for their education, ensures parents are involved, and provides teachers with a better understanding of each students» interests and learning needs.

The vision of NCSECS is that the Charter school sector will fully embrace its responsibilities to meet the needs of all students and serve as a model of innovative and exemplary programs for students with diverse learning needs.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performancefor professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performanceFor example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Just as there's a lot of information and data out there that talks about students, particularly low - income students coming from low - performing schools or communities, going to college and struggling because they've been so used to being spoon - fed information and not taking responsibility for their own learning, we need to use blended learning to support students being more self - directed and have more ownership of their learning so they're able to more successful in college and career.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Teachers recognize that students need to be actively engaged in the learning, take responsibility for their thinking and behavior, and work cooperatively with other students.

The article offers five practices that can help schools improve educational achievement for these students: acceptance of shared responsibility by school staff; a dual curriculum that promotes language development as well as academic needs; careful consideration of how to integrate immigrants with the general school population; extended learning time; and individual progress records.

Absent a district structure for teacher leadership, work collaboratively with teachers to conduct a school needs assessment to determine gaps in leadership; identify multiple and varied formal or informal leadership opportunities; and provide flexible scheduling and additional compensation that would allow teachers to take on increased responsibility for professional learning, curriculum, or school improvement activities.

Leithwood's (2017) work confirms we need to keep our focus on the students in our charge and foster collective responsibility for learning.

Yes, students need to take responsibility for their own learning.

In addition, any policy initiative needs to take into account these qualities of effective classrooms: safety, respect, student responsibility for learning, intellectual rigor, ongoing support, and concern for students» welfare.

In addition to differentiated teacher roles and responsibilities and new opportunities for teacher leadership, Hunt advocates for increased teacher voice and flexibility in determining professional learning tailored to self - identified needs.

We need to ensure that those parents who don't play their part in ensuring their children attend school, ready to learn and showing respect for their teacher, face up to their responsibilities.»

General Responsibilities: + Develop & implement strategies to meet the needs of each individual student + Instruct students in academic subjects according to school curriculum and daily classes using a variety of techniques (e.g., multi-sensory, repetition, etc.) to meet the students varying needs and interests as guided by the Individualized Education Plan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as needed based upon techniques needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curriculum.

Student - Engaged Assessment ignites the capacity of students to take responsibility for their own learning, building the independence, critical thinking skills, perseverance, and self - reflective understanding they need to meet the demands of the Common Core, reach higher levels of achievement, and succeed in college, career and life.

You might use these suggestions to create a job description and responsibilities, to help leaders understand needed facilitation tasks, or to provide information when requesting funding for a professional learning team facilitator.

The 12 teams — representing 56 teachers, administrators, and learning leaders from 12 different states — proposed plans that described a comprehensive vision for effective professional learning for their states, identified needs that exist and strategies to address them, and outlined roles and responsibilities for states, districts, and individual educators to achieve their visions.

We must advance beyond compliance («OK, I'll follow this classroom management plan and the student handbook that tells me the consequences I can assign when students misbehave») toward empowerment, taking charge and taking responsibility for teaching students the behavioral skills they need to succeed, and preparing the supports necessary for all students to learn these vital life skills.

However, with the need for preservice English teachers to engage with technology in meaningful ways (Swenson et al., 2005) and the responsibility to develop a content - specific understanding of technology's place in teaching and learning (Mishra & Koehler, 2006), I am encouraged to stress two main points arising from the study.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

The authors of this article from the NCTM journal Teaching Children Mathematics, provide ways that elementary school teachers can help students with special needs build responsibility for their own mathematical learning.

Smarty Wiz addresses the foundational literacy needs of the most challenged readers in grades 3 +, and Boost provides skill - building scaffolding and instructional frameworks to accelerate learning for your Tier II, Tier III, and special education students using a gradual release of responsibility model embedded in the program.

We wanted teachers who could prove their effectiveness, accept responsibility for student outcomes, and design learning experiences to meet students» unique needs.

In all 15 schools, the improvement was a result of a team of educators within the school recognizing what their students needed to learn and how they could learn best and accepting responsibility for meeting that need.