Sentences with phrase «social value of teachers»

Salaries, prestige, and the social value of teachers are lower compared with those for other professions.

Not exact matches

In this edited volume, McClosky has included a vast number of case studies written by teachers of their experiences using drama, simulation techniques, filmmaking, literature related to social values and ethnic issues, and so forth.

Parents, teachers, writers, ministers, and others responsible for education are, of course, not solely accountable for individual and social values.

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

Within the list of dispositions aspiring teachers might be required to possess, the agency had included «social justice,» a phrase that, to many, signals a value - laden ideology.

But the Qudwa Forum also expected teachers to be passionate and compassionate; to encourage students» engagement and responsibility; to respond effectively to students of different needs, backgrounds and languages; to provide continual assessments of students and meaningful feedback; to promote collaborative learning, tolerance and social cohesion; and to ensure that students feel valued and included.

Canvassing the opinions of over 500 teachers nationwide, our survey carried out by Opinion Matters also confirmed that teachers believe school trips add value to education, bringing subject teaching to life and provides vital social and cultural benefits.

Moreover, the Akatu's education program values the teacher as a leading agent of social transformation through education of children and adolescents through the transmission of new values, new concepts and new practices where the school environment acts as a space host of this process.

Tasked with providing a quality education to our current generation of students, teachers also have a significant hand in shaping the future by instilling in children essential cultural and social values such as tolerance, gender equality and open dialogue.

To get a better sense of teachers» values, we can turn to the National Opinion Research Center's (NORC) General Social Survey, one of the largest, most reliable, and frequently used data sets in the social sciSocial Survey, one of the largest, most reliable, and frequently used data sets in the social scisocial sciences.

That, after all, is one reason we support schools of choice: we expect them to bring to the educational process the social capital that reflects the common values of a group of teachers, a community of parents, and their children - and to make education more effective by so doing.

Simmons comments on the importance of social acceptance for students with different socio - economic backgrounds but I think they also apply to students with MI profiles that differ from what the teacher values in the classroom.

In our roles teaching the social studies methods course to students enrolled in our teacher education program (TEP), we try to teach our students directly about the value of colearning within communities of praxis.

After 13 years in secondary public education, I entered the teacher preparation arena and found the value of Twitter and social networking for professional development purposes.

Overview of the Art Teacher Position Reporting to the Lower School Director, the school seeks a... that upholds high values in social justice education and practices.

The union released its top five priorities, including funding education «fully and fairly», a national strategy for teacher recruitment and retention, fair methods to hold schools to account, valuing a broad range of subjects in the school day and ensuring schools are supported by health and social care services.

At one school, a social studies teacher rethought the value of student - directed learning.

In 2016, LMU's School of Education received AACTE's Best Practice Award in Support of Multicultural Education and Diversity.131 According to AACTE, all of the teacher preparation programs at LMU are «grounded in principles such as the promotion of social justice, cultural responsiveness, inclusion, value and respect for all individuals, and leadership that is moral, intellectual, responsible, and caring.»

Instead, they should opt for a more comprehensive set of goals that address social and moral development, school and classroom climate, teacher training, school policies, and community values, along with student behavior.

Using classroom examples from science, math, social studies, physical education, and English Language Arts, the videos demonstrate how globally - minded teachers foster the dispositions of global competence: openness, respect, empathy, appreciation for diversity, valuing of multiple perspectives, and commitment to equity worldwide.

She is a self - professed social «movementist» and is a valued member of the America Achieves Fellowship and the CTQ Storytellers; is an active member of #EduColor (A Movement, Not a Moment); and was a keynote speaker at the 2013 ECET2 (Elevating and Celebrating Effective Teachers and Teaching) convening in Snowbird, UT.

Throughout this rich dialog, preservice and in - service teachers from around the country, teaching in communities with different values, traditions, curricula, and students, wrestled together with one of the most important and challenging questions in social studies instruction.

An article on the National Education Association's website admitted this when describing reasons for the national shortage of teachers of color: «Salaries are low for teachers compared to salaries for other professionals, which lowers the prestige and social value of a career in teaching for many potential minority teachers.

While not terrible R - squared values for social science research, these are horrific values for a model used to make individual level predictions at the teacher or school level with any degree of precision.

Recent studies have pointed to «the value of strong social networks among teachers for the spread of reform implementation and innovative climate... and their capacity to change» (Moolenaar & Sleegers, 2010).

As someone familiar with many social practices of Web 2.0, Ed Cator seemed to recognize the value and place of «wild thinking, creating one's own definitions and rules... being «naughty»... and constructing knowledge» with other teachers across time and space; however, this study, coupled with published and anecdotal evidence in teacher education, suggests that many preservice teachers, practicing teachers, and even doctoral students in teacher education have had limited opportunities for professional collaboration or serious epistemic roles in education — especially in school - based professional development and university - based teacher education.

The third teacher, a middle - school teacher, scored 23 out of 70 «value - added» points, even though he switched from teaching language arts to teaching social studies at the middle - school level.

Many social studies teachers have found that integrating the Carmen Sandiego story line with instruction and practice in the development of databases can produce significant added value to the curriculum.

Value - based teaching means that teachers have awareness of their own values and how these influence their teaching; it also means that teachers address controversial and ethical issues appropriate to the social studies and promote critical thinking and decision making.

As Flanagan (2014) has advised, teachers and administrators should make it a priority to create — and talk about the value of — a school climate of tolerance, open - mindedness, social trust, and commitment to the common good.

Association of Education Service Agencies Baptist Joint Committee for Religious Liberty Center for Inquiry Clearinghouse on Women's Issues Council for Exceptional Children Council of the Great City Schools Disciples Justice Action Network Equal Partners in Faith Feminist Majority Hindu American Foundation Institute for Science and Human Values Interfaith Alliance International Reading Association Lawyers» Committee for Civil Rights Under Law NAACP National Alliance of Black School Educators National Association of Elementary School Principals National Association of Federally Impacted Schools National Association of Secondary School Principals National Association of State Directors of Special Education National Black Justice Coalition National Center for Lesbian Rights National Council of Jewish Women National Education Association National Organization for Women National Parent Teacher Association National Rural Education Advocacy Coalition National Rural Education Association National School Boards Association People For the American Way Public Education Network School Social Work Association of America Secular Coalition for America Southern Poverty Law Center Union for Reform Judaism Unitarian Universalist Association of Congregations United Church of Christ Justice and Witness Ministries Women of Reform Judaism

And as a teacher at John Jay College of Criminal Justice I cant help but feel compelled to impart these same values in my classroom that have been ingrained in us through our education — a commitment to social betterment through divergent, critical thinking and problem - solving, the cornerstones of creativity and innovation.

MAJOR STRENGTHS • Well - versed with general classroom procedures and duties of a paraprofessional in an educational setting • Demonstrated ability to maintain classroom record, pupil portfolios and assessment charts in an organized manner • Effective skills in assisting the teacher in arranging extracurricular activities • Proficient in designing various «fun to learn» activities including role plays and puppetry • Profound ability to incorporate acquisition of social and moral values in playtime activities

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

This is the kind of genuine process that makes Social Emotional Learning a priority for students and teachers alike in a school, and I would suggest that incorporating formal grades, as I explained in my previous post, would only detract from students and teachers valuing the SEL learning process.

As Education Week recently reported, a new study by the Center for Benefit - Cost Studies of Education at Columbia University's Teachers College, «The Economic Value of Social and Emotional Learning,» found that high - quality, research - validated social and emotional learning programs bring a return of $ 11 for every $ 1 invSocial and Emotional Learning,» found that high - quality, research - validated social and emotional learning programs bring a return of $ 11 for every $ 1 invsocial and emotional learning programs bring a return of $ 11 for every $ 1 invested.

ZERO TO THREE Alliance for Strong Families and Communities American Academy of Pediatrics American Congress of Obstetricians and Gynecologists American Federation of State, County and Municipal Employees (AFSCME) Association of Asian Pacific Community Health Organizations Association of Maternal & Child Health Programs Center for Law and Social Policy (CLASP) Child Care Aware of America Children's Defense Fund Children's Dental Health Project Children's Leadership Council Easter Seals Every Child Matters Family Spirit Family Values @ Work First Focus Campaign for Children Labor Project for Working Families Make it Work Mom - mentum MomsRising National LGBTQ Task Force Action Fund National WIC Association Nurse - Family Partnership Parents as Teachers Partnership for America's Children Prevent Child Abuse America / Healthy Families America Restaurant Opportunities Centers United Service Employees International Union (SEIU) UltraViolet Education Fund USAction 9to5, National Association of Working Women

To address the real social and emotional needs of males in our communities, NACCHO proposes a positive approach to male health and wellbeing that celebrates Aboriginal masculinities, and uphold our traditional values of respect for our laws, respect for Elders, culture and traditions, responsibility as leaders and men, teachers of young males, holders of lore, providers, warriors and protectors of our families, women, old people, and children.