Sentences with phrase «supportive relationships with teachers»

Students who experience a sense of belonging and supportive relationships with teachers and classmates are more motivated to participate actively in the life of the classroom.

Many families don't have the opportunity to build these supportive relationships with teachers, administrators, specialists and staff at their children's schools, however.

Legal action led by the ACLU aimed to stabilize teaching staffs across these schools, given concern young teachers kept receiving «pink slips» and pupils missed the chance of building supportive relationships with teachers.

Yet having a close and supportive relationship with a teacher can make all the difference for a student who feels undervalued or stigmatized.

Not exact matches

Many factors encourage these skills — especially warm, supportive relationships with parents and teachers.

Ideally, these would be adult relationships, such as with a coach, teacher or religious figure, but supportive peer relationships can also be helpful.

Prior research demonstrates that, regardless of a child's temperament, a warm and supportive teacher - child relationship in early elementary school is associated with fewer problem behaviors and greater classroom engagement.

The study found that even if teachers move to a more supportive district, they have a hard time trusting or building positive relationships with other teachers and administrators.

The Finnish Education System therefore can be characterised by trust, freedom, flexibility and a concern to put the wellbeing of children at the forefront, with teachers contributing to a supportive and close relationship with their students balanced with delivering appropriate content and providing a high standard of academic direction in an equitable manner.

The road to resilience comes first and foremost from children's supportive relationships with parents, teachers, and other caring adults.

I am capable of establishing supportive relationship with fellow teachers, students and parents.

Based on decades of research in child and adolescent development, neuroscience, education, and psychology, we know that relationships with teachers, parents, and other supportive adults determine how school - age children acquire their personal guidance systems, full of interconnected abilities and pathways to success.

But in actuality ~ somehow it seems bolder to argue that all students can learn regardless of background ~ in safe supportive environments ~ with high - quality teachers and school staff that maintain a collaborative relationship with management ~ have access to professional learning opportunities ~ and receive adequate salaries and professional respect.

The Child Protection Unit also encourages the development of safe, supportive, and nurturing relationships between students and school staff by providing teachers with techniques for reframing student behavior and responding in a supportive way, and materials for logging concerns and developing support plans for students experiencing difficulties in their lives.

See how Simpson is a part of that success, building strong relationships with her teachers and students to move them toward high growth and a strong, supportive school culture.

These teachers also hold high expectations for all students and develop positive and supportive relationships with and among all students.

The findings, though limited to the teachers» perceptions, emphasize that arts integration is important to this population of students and that collaborative and supportive relationships with colleagues as well as well - designed tools, such as rubrics, can help enhance academic instruction and student learning.

Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents

«In years where their relationship with their teacher is more supportive, they are learning more and they are also experienc - ing higher levels of peer acceptance.

· Develop positive and supportive relationships with classroom teachers, administrators, and staff.

In fact, a single supportive and respectful relationship with a teacher has been shown to have ripple effects, positively improving student engagement and behavior across all classrooms,» Melissa Kaplan, Chief Academic Officer for Bright Star Schools.

To ensure that truly meaningful coaching occurs, here are three tips for coaches to ensure their relationship with teachers remains supportive and fosters growth:

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

PROFESSIONAL EXPERIENCE Warren G. Harding Middle School — Philadelphia, PA Autistic Support Teacher (2004 - 2008, 2009 - Present)-- Grades 6th, 7th and 8th - Formulated and implemented appropriate IEP goals, employed effective assessment which was monitored, graphed and used in predicting instruction, produced creative and effective accommodations, administered multiple standardized tests, developed supportive relationships with parents and staff, organized class trips to foster vocational skills, created a system to ensure 1 on 1 time, worked collectively with speech, occupational, and physical therapists.

The teacher assumes roles of both classroom teacher and family support home visitor, allowing s / he to establish a supportive relationship with the entire family and consistency for the child in all environments.

They are concerned, but withdraw somewhat from the family, putting increased energy into schoolwork, friends, sports, other activities, intensifying relationships with supportive adults outside the family (a friend's parent, a favorite teacher, an aunt or grandparent).

Teachers get little training or support with building supportive relationships with students.