Sentences with phrase «student teacher relationships»

We will discuss the marketing, branding and legal aspects of working as a yoga teacher as well as ethical behaviour when developing student teacher relationships and your presence in the community.

I wonder if practicing «at my level of comfort» may not be an ideal phrasing... Perhaps «I understand that I have the right to listen to my body and practice in accordance with my body's needs in order to remain safe» or something like that may be less limiting (no growth in the comfort zone)... also... I agree with everything relating to the student teacher relationship but I think it could be stated more succintly — my body and mind are my own and I can expect to be treated with respect and grace physically, mentally, spiritually at all times.

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Not exact matches

He said in contrast to «flavor - of - the - month» technology solutions in education, The Flatiron School is «bringing technology to service that relationship and not reinvent it in a way that is both compelling and effective for students, teachers, and employers.»

«It's smart to build socially responsible marketing relationships with parents, teachers, and students on the path to a lifetime of brand engagement.»

Of course the popular media love to dwell on the salacious aspects of teacher — student relationships and the many ways in which corruption and abuse can manifest themselves.

These include practices concerning the regular scheduling of the community's time and conventions governing the patterns of relationship, mutual expectations, and responsibilities between students and teachers.

The teacher - student and student - student relationships are transmission lines along which attitudes and values are communicated.

The degree to which the goals of religious education are achieved depends, to a large extent, on the quality of the student - teacher relationship.

In reaction against the authoritarian formalism of classical education, modern educational progressives have advocated a relationship of essential equality between teacher and student.

«4 Growth groups offer a setting in which students and teachers can wrestle together with the value dilemmas and relationship problems which are central to the development of a workable life - style; they can promote the integration of relevant content from our culture in this process.

Research findings on the group showed that the teachers had developed new listening skills, improved teacher - to - teacher relationships, and increased their understanding of themselves, each other, and their students.5

Open, growing teachers tend to create growth - stimulating relationships with students.

The Church, teacher of humanity, never tires of exhorting people, especially the young of whom you are a part, to remain watchful and not to fear choosing «alternative» paths which only Christ can indicate... Jesus calls all his friends to live in sobriety and solidarity, to create sincere and disinterested emotional relationships with others... From you, dear young students, he asks for honest commitment to study, cultivating a mature sense of responsibility and a shared interest in the common good.

In the science teacher's relationship to the student in the classroom the subject matter is always central.

Somewhat like the two incidents at my high school in which teachers were quietly let go after «inappropriate» relationships with their students?

Transference and countertransference factors are present to some degree in all therapeutic and teacher student relationships.

The power relationship between students and teachers was not as stark as that between workers and management, and so some students did raise their hands in class to argue that no one should cross the picket line.

Thus the clinical and theoretical material is integrated; psychological and theological understanding is related; and the student is helped to think critically about his own work, to benefit from the insights of his peers as well as those of his teachers, and to honestly face the problems involved in his relationships with others.

It is pretty clear this is a parent / son or teacher / student relationship.

The teacher gives of himself to the student without receiving anything in return; personal relationship means nothing to the teacher, but the master - disciple relationship at its very core is one of mutual significance.

When a student learns math from a human teacher, the fire of love for the teacher is limited by whatever the nature of the relationship is, and the fire of love for the subject may well be limited by intelligence.

The programme was produced through close consultation with parents, teachers, students, and moral theologians, advanced skills teachers in sex and relationship education and colleagues from LIFE.

After consultation with parents, priests, teachers, governors and students the Diocesan Department of Religious Education of the Archdiocese of Birmingham entered into negotiation with the Local Authority and Teenage Pregnancy Unit [1] to develop a sex and relationship resource for Catholic schools.

Let us speak of an ideal teacher - student relationship based solely on subject matter and not on the personalities of the teacher and student.

In the classroom, relationships between disadvantaged students and their teachers are often fraught, full of mutual distrust and even antagonism.

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.

If teachers want motivated students, they need to adjust their classroom environment and their relationships with their students in ways that enhance those three feelings.

The close relationships between students and teachers enhance learning and the ability to explore new interests and take on new challenges.

In that first session, we teachers as adult students observed phenomena and then through our own sense - based experience searched for patterns, found relationships, and discovered lawfulness.

The researchers posited that there's often a downward spiral between punishment and misbehavior: When a teacher responds harshly to a student's misbehavior, it hurts the relationship between them, provoking more misbehavior from the student and confirming the teacher's belief that the student is a troublemaker, which triggers more harsh discipline... Okonofua and his colleagues conducted three experiments providing evidence that supports this model.

The salad bar also paved the way for strong teacher - student relationships.

Our teacher naturalists work with students to help them develop an appreciation for native plants and animals and their habitats as well as the relationships of these ecological communities to our agricultural practices.

«The impact on our children, our school, and on the relationship between teachers and students — BIC has done so much for my kids,» she shared.

At Kaler Elementary School in South Portland, Maine, universal breakfast - in - the - classroom is paired with a mentoring program, designed to help K - 5 students develop relationships with teachers and other adults.

Our students in grades one through eight experience — rather than being told about — confidence, conflicts and their resolution, and respect for the world and all its creatures within an enduring relationship with their classmates and teacher.

Increased student achievement, student and family participation in the educational process, better school attendance, and reduced disciplinary issues are all advantages that can be attributed to the long - term teacher - student relationship developed during the looping years.

It's the same reason we disapprove relationships between superiors and their employees, teachers and students, doctors and patients, etc..

Studies show that students try their best when they have a positive relationship with their teachers.

In an environment where teachers create connections and relationships with students, children are going to thrive.

In order to build the profound teacher / student relationship upon which Waldorf education depends, the Waldorf School of Princeton encourages class teachers to remain with their classes for grades 1 through 8.

These students need to build strong relationships with teachers and administrators who hold them to high expectations and create engaging and challenging student - centered curriculum.

By contrast, Tough also taps research that finds our most successful teachers build relationships with students that somehow strike a delicate balance between nurturing them and maintaining academically demanding standards.

In one key study, researchers at Stanford University and the University of Texas at Austin found that a simple, one - sentence note of encouragement made a huge difference in academic outcomes for African - American students, who often have fraught power relationships with teachers.

The effects of spiritual practice on a teacher and his / her relationship with students, parents, colleagues, and self

This weekend workshop offers teachers guidance and practical resources to help their students establish a meaningful relationship to numbers that will serve them as a lively foundation for future learning.