Sentences with phrase «such teacher attitudes»

However, such teacher attitudes have never been analyzed on a broad scale, and many analyses of teacher effects focus solely on teachers» human capital, overlooking their social - psychological traits.

Not exact matches

Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good behavior, scores, or attitudes (grades simply are not enough of a motivational tool).

They were asked what types of guns they owned; reasons for ownership (protection, recreation, as collector's items); their attitudes on gun policies, such as bans, arming teachers and violence against the government; and the sources of violence, ranging from God's absence in public schools to media violence to insufficient mental health screening and background checks.

That workshop led me to teachers such as Kathryn Budig and Dice lida - Klein, and their precise intuitions and playful attitudes allowed me to work on regaining some strength in my right arm and shoulder in the safety of my own home.

Mary Bousted, general secretary of the ATL teaching union, said that, in the past, teachers did a lot of work to counter such attitudes.

Still other institutions employed a variety of assessment measures, such as the Rorschach test, James Cattell's 16 Factor Personality test, the Guilford - Zimmerman Temperament Survey, the Thurstone Temperament Schedule, and a host of other batteries designed to explore the teacher's behavior, personality, and attitude.

Allows the teacher to ensure students are entering the classroom with the right attitude, the necessary supplies, the appropriate attire, and without any distractions (such as food, drinks or other unnecessary items)

Yes, she would augment that system with better - educated (and compensated) teachers, a strong core curriculum, a different (curriculum - based) approach to assessment, greater emphasis on behavior and attitudes and a number of collateral «social» changes such as better families and home environments.

Ferguson ranges well beyond schools into economic factors, teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own «Tripod Project») designed to narrow the achievement gap.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

than factors such as teacher observation, day - to - day classroom performance, maturity level, and attitude

For example, the publisher of the SAT10, used in the current Policy, says that for student promotion decisions, test scores «should be just one of the many factors considered and probably should receive less weight than factors such as teacher observation, day - to - day classroom performance, maturity level, and attitude.

They found that a majority of teachers listed internal barriers, such as teacher attitudes and beliefs, as the main reason for lack of technology integration.

The manual for the SAT - 10, which CPS used last year to retain students, states that test scores «should be just one of the many factors considered and probably should receive less weight than factors such as teacher observation, day - to - day classroom performance, maturity level, and attitude» — just the kind of information in report cards.

Courageous teachers model respectful manners and attitudes within their classrooms when they resolve disputes, engage in classroom discussions, and answer inquiries on sensitive issues such as race.

Effective principals create an environment that includes basics, such as safety and orderliness, as well as less - tangible qualities: a supportive, responsive attitude toward students and teachers feeling that they are part of a community of professionals focused on good instruction.

«The report acknowledges that programs such as TAP take time to change attitudes and alter a school's culture, and that measurables such as test scores and teacher retention might be better thought of as longer - term or final outcomes.»

Such «a healthy school environment,» as Vanderbilt researchers call it, is characterized by basics like safety and orderliness, as well as less tangible qualities such as a «supportive, responsive» attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instructiSuch «a healthy school environment,» as Vanderbilt researchers call it, is characterized by basics like safety and orderliness, as well as less tangible qualities such as a «supportive, responsive» attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instructisuch as a «supportive, responsive» attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instruction.9

Rhee's heavy - handedness in dealing with the Washington Teacher's Union conveyed her attitude that a non-unionized teacher force would better serve justice for children, as if children would benefit from their teachers lacking the few remaining benefits accrued by collective bargaining, such as nominal job security and shrinking peTeacher's Union conveyed her attitude that a non-unionized teacher force would better serve justice for children, as if children would benefit from their teachers lacking the few remaining benefits accrued by collective bargaining, such as nominal job security and shrinking peteacher force would better serve justice for children, as if children would benefit from their teachers lacking the few remaining benefits accrued by collective bargaining, such as nominal job security and shrinking pensions.

Yet despite research such as this, reform efforts often have failed to acknowledge teachers» existing knowledge, beliefs and attitudes, according to Gray and Bryce (2006).

Even though experienced practitioners identified situations in which single - school PLCs were warranted, program leaders also noted a number of benefits of multiple - school STEM PLCs such as exposing teachers to new ideas, practices, and attitudes.

According to Heo (2011), teachers must overcome not only those external barriers but also the «internal barriers dealing with organizational culture and pedagogy such as teachers» attitudes, beliefs, practices, and resistance toward educational technology» (p. 62).

However, they should be just one of the many factors considered and probably should receive less weight than factors such as teacher observation, day - to - day classroom performance, maturity level, and attitude.

If the problem is the students» attitude to the knowledge and to the teachers, the concept paper writer can talk about «the direction of human liberty», but may choose another object such as the importance of education, highly qualified teachers, etc..

The criticism is that the rankings rely on test results, which prompts teachers to shift away from teaching children necessary skills, such as critical thinking and analysis and adopt a «teaching to the test» attitude.

Try and pick someone who can give an unbiased character reference, such as previous teachers or lecturers who can vouch for your school work and your general attitude.

The teacher must thus write the resume objective in such a way that he describes his philosophy of teaching, his attitude towards education and what he believes in generally.

Practical examples of how teachers and families can promote the learning of personal and social skills (such as helpful thinking, positive attitudes, recognising and managing emotional responses, seeking help, and making friends) in children are also provided.

Specific objectives included documenting policies and curricula on sexuality education, describing the implementation of these, assessing the comprehensiveness of the content, examining the opinions and attitudes of students and teachers regarding sexuality education, and providing recommendations to inform the design and implementation of such programs in schools in Kenya and beyond.

Practical examples of how teachers and families can promote the learning of these personal coping skills (such as helpful and positive thinking and attitudes; emotional intelligence; social skills; help seeking; and self - knowledge and personal competence) in children are also provided.

Characteristics and behaviours associated with emotional disturbance and / or behavioural problems may include: aggressive or anti-social behaviour; inattentiveness; distractibility and impulsiveness; impaired social interactions; a general inability to cope with the routine of daily tasks; obsessive and repetitive behaviours; attention - seeking behaviours such as negative interactions or a poor attitude towards work, peers or teachers; and depressed behaviours such as withdrawal, anxiety and mood swings.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).