Sentences with phrase «school and classroom culture»

Beyond analyzing information to pinpoint areas of weakess and growth for individual students, it can give schools a tool for understanding school and classroom culture, to help improve classroom management and professional development.

• Collaboration to create a school and classroom culture rooted in respect, responsibility and excellence, so that students not only develop moral character, (caring, respect, trustworthiness, for example) but the performance character they will need to successfully grapple with more rigorous standards, (diligence, effort, responsibility, for example)

Design, strengthen, and participate in positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.

His smart, empathic, and actionable synthesis breathes new life into the national conversation about school and classroom culture.

Teams will explore tenets of social emotional learning and the ways these must be integrated into the school and classroom culture to create safe and inclusive learning environments for each student.

The new FIT Teaching ™ tool kit comprises resources for creating a positive and productive school and classroom culture, establishing a purposeful classroom, employing gradual release of responsibility strategies to provide multiple pathways to learning, and designing and implementing effective formative and summative assessment tools.

When advances in the neurosciences, social sciences and evidence - based instructional strategies are coupled with an understanding of ACEs, educators are in a better position to create school and classroom cultures, policies and procedures that foster a sense of belonging, trust, and support.

Not exact matches

The schools and classroom interventions that I've described educate a tiny fraction of the nation's poor children, and they are competing against a dominant culture in education that only very rarely considers whether there might be another, better way to motivate and engage children who are growing up in poverty.

Urging schools to develop comprehensive policies that create an overall «culture of wellness,» the report specifically illustrates the roles of school breakfast and physical activity, citing their positive student outcomes in the classroom — and beyond.

Incorporating nutrition education, school gardens, and farm - to - school initiatives into the classroom curriculum and school culture can go a long way in creating demand for healthier food choices among the students.

I responded to the reader in a series three posts: Part One offered advice for bringing about change at the classroom level (e.g., teacher rewards and snacks); Part Two dealt with changing the school - wide food culture (fundraisers, wellness programs, etc.); and Part Three talked about change at the district level.

A classroom program that helps teachers adapt their interactions with students based on individuals» temperaments may lead to more student engagement in kindergarten, more teacher emotional support to kindergarten and first grade students, and better classroom organization and less off - task behavior in first - grade classes, according to research by NYU's Steinhardt School of Culture, Education, and Human Development.

Using mobile apps in preschool classrooms may help improve early literacy skills and boost school readiness for low - income children, according to research by NYU's Steinhardt School of Culture, Education, and Human Develoschool readiness for low - income children, according to research by NYU's Steinhardt School of Culture, Education, and Human DeveloSchool of Culture, Education, and Human Development.

His time at HGSE has also reinforced his belief in the importance of culture, both in a classroom and a school as a whole.

There are many other factors to consider, such as administrators making time to visit classrooms, capable instructional leadership, clear expectations and common language around school or district initiatives, creating a culture of risk taking, etc..

The schools and classrooms where I've seen the strongest relationship - based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.

There is an expectation among the school staff that they practice a culture of continuous improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom practices in line with the priorities identified for school improvement.

Domain 5 — the idea of teachers in the school sharing and showcasing best practice to support professional learning of others, and this idea of a self - reflective culture, focus on improving classroom teaching, that was... this really informed our vision.

With a local offering of culture, sport, history and art, there is plenty of opportunity to expand education beyond the classroom in Birmingham's schools.

Charters that succeed with low - income children go full bore: all - out culture building in the classroom, students and staffers willing to endure longer school hours, bright teachers willing to adapt to precise training regimens and relinquish a fair amount of privacy (giving out their cell - phone number for afterschool homework questions, for example).

«Administrators build their credibility as instructional leaders when they consistently demonstrate classroom expertise by modeling instructional practices, collaborating on curricular initiatives, and enacting the classroom culture they envision for the whole school,» she says.

School districts want to import some of the classroom culture and sense of urgency they see in charter schools.

Starting in November, five cash prizes of $ 25,000 each will be awarded to schools or other entities that stress international languages and cultures in classroom curricula, teacher preparation, and technology.

The study compared student growth in classrooms led by teachers in Opportunity Culture roles to student growth in non-Opportunity Culture classrooms in both the same schools and in different schools, controlling for various factors including student background and prior performance.

How can we model service through our instruction, assessments, and the culture (emotional and physical design) in our classrooms and schools?

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

Lawrence - Lightfoot was honored for her study of the culture of schools, the patterns and structures of classroom life, the links between adult developmental themes and teachers» work, and the relationship between culture and learning styles.

And because this reframing of failure is modeled so publicly and systemically by the portfolio defenses, our teachers, convinced of its power, tend to recreate similar cycles of failure and redemption in their day - to - day classroom instruction, where school culture livAnd because this reframing of failure is modeled so publicly and systemically by the portfolio defenses, our teachers, convinced of its power, tend to recreate similar cycles of failure and redemption in their day - to - day classroom instruction, where school culture livand systemically by the portfolio defenses, our teachers, convinced of its power, tend to recreate similar cycles of failure and redemption in their day - to - day classroom instruction, where school culture livand redemption in their day - to - day classroom instruction, where school culture lives.

Greene's recognition of the values - laden nature of discipline systems all but begs for choice: Parents should be able to weigh, as one factor among many, schools whose philosophy about behavior management, classroom culture, and approach to student discipline most closely mirror their own beliefs and practices.

Project Zero's 13 - week online, coach - facilitated course offerings — among them Creating Cultures of Thinking: Learning to Leverage the Eight Forces that Shape the Culture of Groups, Classrooms, and Schools; Multiple Intelligences: Expanding Our Perspectives to Support All Learners; Thinking and Learning in the Maker - Centered Classroom — are grounded in day - to - day teaching and leadership practice.

We need to build cultures of appreciation in our classrooms and schools in order to do this.

Any right - thinking school leader would want — and arguably needs — that kind of flexibility so that suspensions (and other forms of discipline) can be tailored and customized to take into account an array of factors regarding individual circumstances and histories, classroom conditions, and the larger school culture.

The difference is that these students» teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.

Directors are all former YES teachers, and they are groomed as classroom leaders and school culture builders.

The New Tech model emphasizes project - based learning, a school culture that empowers students and teachers, and the integration of technology into the classroom.

Most of the crucial decisions about how U.S. schools run and who teaches what to whom in which classrooms are still made in 14,000 semi-autonomous school districts, nearly all of them run by locally elected school boards, often with campaign dollars supplied by those with whom they negotiate collectively, and managed by professional superintendents, trained in colleges of education and socialized over the years into the prevailing culture of public education.

Using these eight forces as levers of transformation, participants will looks at practical ways they can create a culture of thinking in their classrooms and across their schools and organizations.

Insofar as students benefit from peer effects in classrooms, corridors, and clubs, and insofar as being surrounded by other smart kids challenges these students (and wards off allegations of «nerdiness»), schools with overall cultures of high academic attainment are apt to yield more such benefits.

Now in its 14th year, the PZC, offered in collaboration with HGSE's Project Zero and Programs in Professional Education, is an intensive summer institute designed to help pre-K-12 educators create classrooms, instructional materials, and out - of - school learning environments that address a range of learning styles and promote a culture of deep thinking to build complex knowledge in the arts and other academic areas.

Despite their potential to inform teachers and students, in some schools testing has contributed to a negative classroom culture that harms student investment.

Moreover, research suggests that changes in school culture and classroom instructional practice are necessary requirements for improving pupil achievement, and that just redistributing decisionmaking power and resources is not enough.

Maybe you are proudest of your school's test results, your athletic teams» prowess, your teachers» skills at involving parents in the classroom, your school's many cultures and how they blend into a true family, your service - learning program, your media center, your Your six pride statements should tell about the biggest successes, your proudest accomplishments, your most valued resources.

With schools jumping on to blended learning classrooms and BYOD teaching culture, parents of millennial students are finding it challenging to adapt to the changing contours of education.

We tend to think of K — 12 schools as collections of classrooms and administrative areas, but I would define learning environments as both physical and virtual, and encompassing the different contexts and cultures in which students learn.

While working through these objectives, participants will reflect on the role that schools play in supporting girls» long - term achievements and explore the importance of classroom culture and the value of ethos and atmosphere.

That's part of a classroom and school culture of quality.

Embedding a culture of physical activity into everyday school life is essential, both inside and outside the classroom.

Click on the link to read a follow - up article on this topic from Roger Broadie and Mal Lee, on creating a school culture that supports the inclusion and use of mobile phones in classrooms.

Lisa Delpit, an African American literacy researcher and 1990 MacArthur grantee, has written persuasively for many years about the «culture of power» in American schools and classrooms and the «schism between liberal educational movements and that of non-White, non-middle class teachers and communities.»

By breaking down the thinking process and by making thinking visible, thinking routines foster a community of thinkers in a classroom and a culture of thinking in a school or district.