Sentences with phrase «teacher relationship around»

As I often say, you must relate before you educate, and this software helps build that important student - teacher relationship around learning.

Not exact matches

It takes time, practice and the help of a good teacher to really «get it,» so, in the beginning, cultivate a relationship with your pelvic floor and just get used to playing around down there.

When Smulders» Samantha discovers she's pregnant around the same time that Bean's Jasmine does too, the teacher / student relationship evolves into something different as the women, their partners and their families respond in illuminatingly different ways.

The England - wide search will see children and young people nominate teachers and school staff who go above and beyond the call of duty to support students around issues such as bullying, relationships, family life and mental health.

What we did is we looked at reports of their quality of relationships with the teacher at aged around 10 years and then... we managed to find pairs of children who differed on their quality of relationship to the teacher.

Some 400 educators and researchers gathered here this month to hear how some struggling middle schools turned student achievement around by providing more - rigorous coursework, establishing stronger policies, and fostering better relationships between students and teachers.

Internal relations account for around 15 % of a head teacher's daily work; this is the social stuff that builds relationships with students and staff, like getting involved in school events like fundraisers, attending school productions, and generally being a visible and approachable face within the school.

Along the way Payzant cultivated a generally positive relationship with the wide variety of education groups in and around Boston, including the local teachers union.

The second practitioner panel featured two rounds, where panelists reflected and built on ideas elicited during the first practitioner panel and offered new insights around the relationships between teacher leader selection, preparation and practice and combinations of strategies used to support instructional improvement.

Two academic researchers from the University of Southern California and the University of Pennsylvania looked at these value - added measures in six districts around the nation and found that there was weak to zero relationship between these new numbers and the content or quality of the teacher's instruction.

Findings from these studies on the nature of the relationship between teacher leaders and principals indicates that principals seek out teacher leaders» input around instructional issues, but that this relationship can vary.

Home visiting provides an opportunity for teachers and families to connect and build a relationship around their shared goal of supporting a child's school success.

Because the lessons were designed around students» learning from primary sources, teacher comments reflected the importance of the identified sources for the lessons including the relationship to the curriculum, readability, and ways students could easily view the sources.

«Their average ratings of each survey domain were around the scale's midpoint, meaning that tended to «somewhat agree» that the academic and instructional supports provided by their teachers were culturally responsive, that they were proud of and felt connected to their cultural identity, and that the school had good relationships with their families and communities.»

Partners» staff guide teachers to develop greater cultural proficiency, enabling them to deepen their relationships with students, set clearer goals around what their students need to learn, and to deliver deeply engaging instruction.

The purpose of this paper was to test the relationship between principals ‟ instructional leadership and teacher collaboration around instruction to determine whether these measures were statistically

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

They said that these small schools tended to have common traits, including a rigorous curriculum, often built around themes like conservation and law, and highly personalized relationships between students and teachers.

It is also important that you meet and begin to build relationships with key people around the school such as the school secretary, the library media specialist, the janitorial staff and the individual in charge of teacher absences.

Our FACE Teacher Cohorts (Elementary and Secondary) each meet six times throughout the school - year, built around the academic calendar and focus on relationship building, academic partnering, and communicating with families.

As I pursued these substantive interests, I found myself particularly intrigued by challenges around how we might measure abstract concepts like teacher - student relationships, students» social perspective taking capacity, or youth's attitudes towards the environment.

This professional learning community gives teachers the opportunity to learn research - based family engagement best practices around (1) relationship building, including home visits; (2) academic partnering such as high quality parent - teacher conferences and -LSB-...]

We're not trying to work around teachers or parents; we're working to support strong relationships.

In the first six weeks of the 2016 school year, DISD teachers and staff conducted 1,576 relationship - building home visits, which led to increased empathy and compassion, increased communication, fewer discipline referrals, more engaged students, stronger feelings of connection between teachers and students, and increased trust all around.

Given the complex needs and challenges that Lampron's students face, it's a huge and important question to tackle — and it's led to a core team of teachers, district staff, support staff, and administrators engaging in conversations around topics such as discipline policies, classroom management, staff roles, forming relationships with students, and shifting school culture to understand the impact of trauma.

It's about having a conversation around the context in the classroom and about developing parity in the relationship between teachers and parents in order to better support student learning.

«The talent management supports and structures that exist around the teacher ensure that, through every single year of a teacher's development, the relationship between the student, the teacher and the content continuously grows stronger.»

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

I specialize in working with relationships of all kinds and have spent the last 15 years both as a teacher and a therapist studying what gets in the way of connecting authentically with ourselves and the world around us.

However, much of the discussion around classroom technology has focused on K - 12's older grades, with fewer insights on how the early childhood field is using tech to enhance teaching and learning and help teachers build more intentional relationships with children at this critical time for development and learning.

Discussing the moral, social and emotional issues around intimate relationships and sex with people they trust, such as their parents or their teachers, gives young people a more realistic and balanced perspective on intimate relationships, sexuality and sexual behaviour and allows them to make healthy, responsible decisions about relationships and sex in their own lives.