Sentences with phrase «support positive learning experiences»

Training modules were completed that address the purpose of assessments and how assessments support positive learning experiences for children birth through kindergarten entry.

Not exact matches

Each week we will focus on a different tools for self - regulation / self care that will support us in our own internal experience, while also learning about a Positive Discipline tool to be using with our kids that strengthens relationship and increases cooperation and contribution.

While there is no cookie - cutter approach or check - list of To - Dos that will guarantee a satisfying experience with breastfeeding, taking measures before baby arrives to learn about breastfeeding and to line up a network of support can make for more positive outcomes.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

Substance abuse initiatives such as group therapy can offer support by encouraging homeless youth to share their experiences, learn positive coping strategies, and build healthy social networks.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exLearning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning experience of pupils; can help to transform schools; does not need to be expensive.

This «academic care» is influenced by: personal qualities of teachers and their relationships with students; the curriculum and its ability to promote meaningful participation and positive learning experiences; the school's organisational structure and its ability to offer safety, support, trust, guidance and challenge; and links with the broader community.

Developing high quality learning experiences for educators that increase student learning, however, means understanding how adults learn in conjunction with intentionally developed professional supports that create positive changes in educator practice in an environment that supports formal, informal, and incidental learning (Drago - Severson, 2012; Zepeda, 2012b).

The transformation section of the Framework helps teachers act on their reflections in terms of their use of the types of learning experiences and what they can do to contribute to improved instruction (e.g., advocate for decisions that support positive student outcomes, share results of using one of the Framework's categories of learning experiences).

With application of neuroscientific principles, educators can pace instruction in ways to plan experiences for sensory input, allow for positive student experiences that support social - emotional connections, and also provide structure for student reflection, a part of the learning cycle.

Thanks to the support of parents across the state, more than 130 schools throughout Utah are now experiencing the positive impact of arts - integrated learning, including higher test scores and improved student understanding, retention, behavior, attendance, and self - esteem.

ELOs provide positive youth development experiences and increased support for academic learning, and they can play a part in restructuring the learning environment for older youth, who live with more complex and demanding schedules.

HB 4056 by Rep. Toni Rose / Sen. Eddie Lucio Jr. enhances the list of best practices programs for addressing mental health concerns in schools by requiring the inclusion of programs and practices relating to building skills relating to managing emotions, establishing and maintaining positive relationships, and responsible decision - making; trauma - informed practices; positive school climate (including interpersonal relationships, teaching / learning practices, and organizational structures as experienced by students, parents and personnel); and positive behavior supports.

The FY2019 budget invests an additional $ 250,000 towards completing the refresh of all high school weight rooms, and another $ 250,000 towards the continued support of the cultural experience program and continues investments in both social and emotional learning and positive behavioral interventions and supports at previous year levels.

For middle grade students to succeed in high school, they need to have positive learning experiences as well as a healthy school environment and culture that support academic achievement, social and emotional development, and self - regulation.

«My goal is to shorten the learning curve as much as possible... I've received support from attorneys, both new and experienced, and that has been positive,» Lockerby said.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

This means your experience needs to support you with a strong showing that makes it clear you've got what it takes to teach students of all ages in an engaging fashion that promotes learning retention and student engagement in a positive environment.

• Proven ability to monitor and support the overall progress and development of students and to facilitate and encourage a positive learning experience.

HIGHLIGHTS OF QUALIFICATIONS • Assisted in creating an educational setting that incorporates individual as well as collaborative learning experience for children • Highly proficient in working with staff of other departments to perform job duties during special events and functions • Exhibits exceptional communication skills with children, parents and other staff members • Special talent for encouraging children's positive self - image; supporting individuality, creative expression and independence • Demonstrated ability to maintain and promote a hygienic and safe classroom environment

Trained in human dental anatomy, physiology, and terminology Experienced in oral exam procedures and best practices Skilled in dental cleaning and patient preparation Developed working knowledge of dental tools and equipment Successful history of dental X-ray execution and development Proven history of excellent client interaction ensuring positive experience Background in childcare perfect for pediatric dental assisting Proficient in office administration including computers, phones, and filing Strong work ethic and willingness to support dental team as needed Team player and relationship builder dedicated to client care Highly motived and willing to take on additional responsibility Motivated to learn and continually enhance professional skill set

Under the supervision of the Assistant Director, this is primarily an educational position with intentional role in supporting the parent's role in developing strong, positive parent / child relationships by enhancing their understanding of their child's development, health and learning and by strengthening the parent's role in their child's school and educational experiences through both group and individual strategies.

* Opportunity to develop a HEALTHY ATTACHMENT RELATIONSHIP with your child before your child is born * Learn BONDING TECHIQUES that ENABLE YOU to COMMUNICATE with your child BEFORE BIRTH * INTERACTIVE SUPPORT GROUP discussions to share your maternal experiences * Learn STRESS MANAGEMENT TECHNIQUES to cope with difficulties that may arise throughout your Maternal Experience * Learn POSITIVE PARENTING and COMMUNICATION SKILLS to develop Healthy Relationships — PREVENT PROBLEMS * Be familiar with the MOST RECENT RESEARCH on pregnancy and child development * Learn and Practice PRENATAL MEDITATION TECHNIQUES

Creating a sense of belonging across cultures means building a positive sense of community for everyone, where people learn to understand and appreciate others» values, experiences and beliefs, so that together we can build a caring and accepting society that supports mental health and wellbeing.

Simulated learning strategies support students to experience a range of situation, develop interpersonal skills, self - management skills and observe key health and physical education concepts and develop positive health and safety attitudes.

Creating a positive sense of community for everyone involves learning to understand and appreciate others» values, experiences and beliefs so that together we can build a caring and accepting society that supports mental health and wellbeing.

When children learn to trust there are others to support them to feel safe and calm, they are able to grow and develop and create positive experiences essential for their mental health and wellbeing.

Examples of adverse experiences that could trigger a positive stress response (and the SE supports needed to buffer that stress) include a toddler's tumble or fall (under the reassuring eyes of a caregiver), a child's anxiety over beginning kindergarten or daycare (and an invested parent's firm but sympathetic response), or the adolescent's fear of failure on a long - term school project (that is overcome by a parent's assistance in simply learning how to organize or manage time).

Evidence of change in all four components of the KidsMatter framework (positive school community, social and emotional learning, parenting support and early intervention for students experiencing mental health difficulties).

Learn about Tori, Manny, and Elliott's experience with positive behavior support, listen to detailed narratives, and participate in brief quizzes to test your knowledge.

Results: Three overarching themes were identified from Stage One, including: (1) «Experiences of learned helplessness» (e.g. the association between child conduct problems and family conflict and social isolation); (2) «Perceived benefits and mechanisms of change» (e.g. the links between positive outcomes and a number of factors, including key parenting skills, social support, longer - term resilience and commitment, and facilitative organisational practices); and (3) «Challenges in programme implementation» (e.g. cultural discomfort with praise and positive attention, conflict with partners; and organisational difficulties with fidelity, attrition and sustainability).

Acceptance of the child's interests with responses that are prompt and contingent to what the child signals supports learning, in part, by facilitating the child's development of mechanisms for coping with stress and novelty in his or her environment.2 With repeated positive experiences, a trust and bond develop between the child and parent that in turn allow the child to ultimately internalize this trust and then generalize their learning to new experiences.