Sentences with phrase «strength of the student voice»
Not exact matches
Her name is Parvana (voiced with strength and conviction by newcomer Saara Chaudry), and she is allowed to visit Kabul's market square only so long as she is accompanied by her father (Ali Badshah), a one - legged local teacher whose reverence for books upsets the militant young men — including one especially spiteful former student, hardly more than a child himself — who've since seized control of the region.
http://variety.com/
When we give students the power to be creators, we give them confidence; we give students their digital voice and a source of internal strength to use it.»
A culture of shared leadership allows student opinions to be valued so every child can feel and experience responsibility, discover their passions through participation in student - led clubs, identify and develop their strengths, and find their voice.
We will empower our students to own their truth, find their voice, and leverage their individual strengths and talents in pursuit of developing the foundation needed to go to and through college.
By empowering teacher voice to share the strengths and weaknesses of programs, trust is built and students are the beneficiaries of the collaboration.
By more effectively publicizing the promise of these programs, career academies could capitalize on their strengths — connections to the workforce and college, skills development, community engagement, and the use of student voice throughout the curriculum.
Green Dot Public Schools, a unionized charter school network of 21 schools based in California, offers a powerful example of how having strong systems for teacher voice can promote organizational strength and student success.
Giving out a questionnaire on the first day of a new class shows students that the teacher cares about their strengths, interests, backgrounds, and concerns about the subject area of the class — that their personal voice matters.
Today's success in the state legislature demonstrates the power of our students» efforts and the strength of our parents» voices.
«Personalized learning is tailoring learning for each student's strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible.»
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /