Sentences with phrase «teacher interaction problems»

Not exact matches

More important, however, Seeman explains how teachers can address the sources of disruptive behaviors that arise from problems with student - teacher interactions.

In addition, it may be that operating within a larger communal organization reduces agency problems; encourages interactions between parents, teachers, administrators, and students; and influences the development of professional school communities.

Other children, even in the same program or grade, spend most of their time passively sitting around, having few if any interactions with an adult, watching the teacher deal with behavior problems, exposed to only boring and rote instructional activities.

Finally, an individual student's academic success depends not so much on whether he or she attends a private or public school but rather on a complex interaction of abilities, attitudes, and strengths or problems brought to school; the skills and knowledge of teachers; and the quality of the learning environment.

While teachers use technology to access and manipulate data, gather resources, and enhance instruction, teachers who support student - centered instruction fully understand that in the hands of their students, technology offers the potential to problem solve in a real - world context (Lajoie, 2000) and to construct knowledge through global interaction.

Flip teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing.

Reducing child problem behaviors and improving teacher - child interactions and relationships: A randomized controlled trial of BEST in CLASS.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Articles discuss issues in sibling relationships, including problem behavior; interactions with playmates and teachers; role of familism; links with individual adjustment; maternal perception of sibling negativity; transition to siblinghood; parental differential treatment; adjustment; adolescent substance use; conduct problems; delinquency training; risk to siblings in abusing families; adjustment to chronic disability; and antisocial behavior.

Intensive professional development and in - class support for preschool teachers produced more positive teacher - student interactions, more effective management of challenging behaviors, less problem behavior, higher engagement in learning, and more instruction time.

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.

In addition to providing direct social skills training or counseling for the child with peer acceptance problems, parents and teachers can create opportunities for non-threatening social interaction to occur.

In each regression, CU traits, anxiety and ODD - related problems as rated by teachers were entered in the first step, while the two - way interactions in the form of multiplicative products of these centered variables (CU traits × Anxiety; CU traits × ODD; Anxiety × ODD) were entered in the second step.

For both regressions, there was no evidence of significant interactions between negative affectivity and effortful control (B = 0.73, p = 0.73 for the parent rate; B = − 0.95, p = 11, for teacher rate) in predicting ODD - related problems.

Therefore, given that only these four parameters were significantly associated with CU traits and ODD problems (teacher rate), we further conducted four separate multiple hierarchical regression analyses, one for each of these parameters, in order to examine the contributions of CU traits, anxiety, ODD - related problems and their interactions on attentional processing of emotional faces as indexed by these parameters.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

There were no significant differences between any groups in attention and internalizing problems, social competence, peer interactions, student - teacher relationships, or parent - teacher involvement.

Reasonable quality evidence that long - term programmes covering social problem solving, social awareness and emotional literacy, in which teachers reinforce the classroom curriculum in all interactions with children are effective in the long term even when delivered alone