Sentences with phrase «see classroom culture»

Not exact matches

If done well, it raises the level of discourse, builds professional culture and community, and models the pedagogical philosophies we want to see in classrooms.

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.

But by allowing young people to explore these ideas, educators can foster empathy and encourage (and empower) students to see themselves as problem - solvers who have an active role to play in creating a classroom culture that includes and supports every one of their peers.

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

Craig Kemp (@mrkempnz) describes risk - taking as a «culture of learning» and shares strategies from classrooms around the globe that are helping to normalize struggle including, «support, encourage, model (let them teach the class)», «encourage teachers to make mistakes so students see it is OK» and «provide plenty of choices to watch their inner genius interpret what to do.»

I saw nothing wrong (I still don't) with a classroom culture where adults are firmly in charge and held accountable for creating a safe, orderly, and respectful environment in which learning can happen.

Cimino's study saw dramatic results in the impact of online discussion on his classroom culture.

The first one was that Maori students identified that they wanted teachers who respected their cultural location as Maori and part of that [is] teachers who are culturally appropriate; so, who understand some of the features of Maori culture, and use in the curriculum and use in the classroom what I would call «Maori iconography» - so students could see themselves in the curriculum.

If you do this, students can see why you're intervening and they can also reflect on how their behaviour fits with that classroom culture you're trying to build day after day.

The positive energy that results when students feel seen, known, and valued actually gives back energy to the teacher, improves the classroom culture and tone, and replenishes energy and time for intellectual work together.

Cultural competency requires, first and foremost, that teachers see themselves as lifelong learners who will inevitably encounter new cultures in the classroom, whether immigrant, racial, technological, stylistic, and more.

In this Spotlight, discover the links between work students find meaningful and their levels of motivation in the classroom, see what teachers can learn from disengagement on tests, and explore how educators are building student - centered school cultures.

Culturally responsive classroom culture exists when students are seen, valued, cared for and respected as their full selves.

When a classroom has a Culture of Achievement, we see students who are passionate, urgent, joyful, caring, and «on a mission» towards a destination that matters to them.

And while it might not be seen as part of the culture wars, it certainly inflamed the passions of those who didn't want Washington or even their state's government involved in their local classrooms.

In our work over the years, we've seen again and again what a huge difference a principal can make in the success of our classroom - based programs — and in fostering a positive school culture.

Regardless of the amount of experience, every teacher can take a look through the strategies we've outlined and see what they can do to push themselves from foundational relationships to a classroom culture that helps students grow and achieve.

CT3 Representative Nataki Gregory said, «In all our urban districts where we work, we see an immediate change in culture management of classrooms.

Teachers will buy into this culture of instructional excellence if they see that the focus is on student success and the techniques are based on classroom - tested research.

'» Another fellow, Hwa Y. Tsu, noted that he has now seen «how the classroom gets set up, how they deal with establishing culture, establishing expectations, rather than student - teaching where I drop in for six weeks and then I drop out.»

Paula advocates for «bringing culture into the classroom» and fostering an environment where diversity is seen as an educational benefit rather than a barrier.

Whether it's changing classroom culture or improving instructional strategy, we see results in as little as one week.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

In our schoolwide culture planning work, we see teachers who have built classrooms that are safe spaces.

For example, one school saw a dramatic improvement in five high - priority metrics included in the culture plan, including a 59 % reduction in the amount of out - of - school suspensions between the 2012 - 13 and 2013 - 14 school years, a 56 % reduction in classroom off - task / disruptive behaviors across nine grade levels, and an increase from 57.2 % to 59 % in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more than five years.

Ends and means are easily confused, and because effective classroom culture, when it is complete, is nearly invisible for stretches of time, some people will not see the work that goes into it; they will see teachers who don't talk to their students much about behavior and believe that the answer is not to talk about behavior much with your students.

You may see a lot of school culture apps that deliver data for individual classrooms or schools.

It's aligning our thinking around the culture and the behaviors we want to see in our classrooms and schools.

Furthermore, parents who are connected to their child's Seesaw journal will see immediately how their child has learned to become a member of their classroom community and make a positive contribution to the school's culture.

Research shows what we have seen firsthand: classroom culture is most quickly established through relationship - building between teachers, students, and families.

«As we know, teaching Indigenous content in schools is particularly important, not just for Aboriginal and Torres Strait Islander children who need to see their culture respected and valued in the classroom; but equally for all children to learn the true history of this country.