Sentences with phrase «teacher relationships matter»

Not exact matches

It means that the identification of who is qualified to teach and the character of the relationship between «teacher» and «learner» are very complex matters.

Often the counseling relationship extends beyond academic matters, and the teacher exercises a sort of «pastoral» function.

In the science teacher's relationship to the student in the classroom the subject matter is always central.

Let us speak of an ideal teacher - student relationship based solely on subject matter and not on the personalities of the teacher and student.

By assigning homework without a strong relationship to course content and emphasizing that the answer is all that really matters, teachers are creating a scenario in which critical thinking isn't really worth it and cheating really does pay.

By studying the most recent research on early childhood education, the Orfalea Fund was able to invest where it mattered most: in the relationships among directors, teachers, and parents, in the quality of environments, and in the establishment and documentation of best practices.

No matter what your relationship with your home is like, you can use feng shui as a silent teacher for self - learning.

Bolstered by a strong supporting cast of older comedy actors (Thomas Hayden Church and Lisa Kudrow appear as teachers), she takes what could have been tricky subject matter and instead creates a mature dialogue about American teenage relationships.

He also points out that it's not just teacher - student relationships that matter — student - student and teacher - teacher relationships are also critical in establishing a culture where all students thrive.

And good data supports that teacher — student relationships matter.

«Studies have shown that, when it comes to a child's successful educational progress and social development outside the home, the most important relationship is not the one between the parent and child or between the teacher and child; the relationship that matters most is the one between the child's parents and teachers.»

But any teacher — no matter the race or age — you have to build relationships and get to know your students.

Studies have shown that, when it comes to a childs successful educational progress and social development outside the home, the most important relationship is not the one between the parent and child or between the teacher and child; the relationship that matters most is the one between the childs parents and teachers.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

She states that five studies have found «no consistent relationship between the subject - matter tests of the National Teachers» Exam and teacher performance as measured by student outcomes or supervisory ratings.»

Andrews, Blackmon, and Mackey (1980) found a positive relationship between teachers» scores on the NTE English and elementary subject - matter tests and supervisors» ratings.

This realization that relationships matter when it comes to student success is exactly why Mapp is now on a personal quest to revamp the open house in America — to make this time - honored back - to - school event a useful tool for parents and teachers and not just something a school ticks off as «done» at the beginning of the year.

In Time to Teach, Time to Learn: Changing the Pace of School, just published by the Northeast Foundation for Children, educator Chip Wood has pulled together some totally practical ideas for refocusing on what matters most in school — teacher - student - parent relationships and great ideas!

Jo Mason, Director of Innovations and Professional Learning at the Principals Australia Institute, spoke to Education Matters magazine's Kathryn Edwards about the importance of harnessing teacher and principal health and wellbeing in our schools, encouraging positive relationships and how principals can best deal with greater autonomy.

Yes, a teacher's race matters when teaching minority students, but so does a teacher's ability to build relationships.

Working locally allows us to get close to the people who matter - the students, teachers, institutions and educational authorities who use our products and with whom we've developed real and lasting relationships.

«However, the thing that really matters in feedback is the relationship between the student and the teacher.

Congress should establish within the Elementary and Secondary Education Act a federal definition for a «highly effective teacher» that includes criteria, such as but not limited to knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

States and districts should include multiple measures of performance, including but not limited to input measures such as evidence of a teacher's knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

Students respond differently to feedback depending on many factors, including their beliefs about intelligence, their experiences with other teachers, their attitudes about the subject matter, and their relationship with the teacher.

+ Maintain professional relationships with pupils, parents, colleagues and supervising staff members + Keep anecdotal records about student behavior and progress for use when generating IEPs and in conferences with parents Voices Academies Intervention Teacher candidates will have the following Requirements Required Qualifications: + Bachelor's degree required + CA Credential: Multiple Subject or eligible for intern credential + Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) + Knowledge of subject matter, including California Common Core Standards + Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low - income communities + Excellent oral and written communication skills in English and Spanish.

Research confirms what teachers and parents have claimed for decades: a safe and supportive school environment, in which students have positive social relationships and are respected, engaged in their work and feel competent, matters.

These hidden aspects of culture can cause misunderstandings and cross-group conflicts; they can impact teacher - student and student - student relationships, and create hard - to - identify barriers to academic content matter.

How does the racial / ethnic and linguistic background of parents matter for parent - teacher relationships?

While formal organizational structure such as grade levels may play a role in shaping social relationships among educators, other factors may also matter for creating a sustainable learning partnership among teachers.

So I took matters into my own hands and poked numerous people whom I have varying degrees of relationships with on Facebook — from an eighth - grade math teacher to my current roommate — to see what the response from poke would be.

As Fred Rogers said, «No matter how helpful they are as tools (and, of course, they can be very helpful tools), computers don't begin to compare in significance to the teacher — child relationship, which is human and mutual.

The Perry Preschool teachers» respectful relationships with families added another dimension to our goal that the children believe in themselves as intelligent, creative people who matter.

While I'm struggling along with everyone else to find ways that early childhood professionals can use technology appropriately, I try to keep in mind something else I learned from Fred: «No matter how helpful computers are as tools (and of course they can be very helpful tools), they don't begin to compare in significance to the teacher - child relationship, which is human and mutual.

This focus on relationships in all of their diverse forms aligns with the message of Fred Rogers, who spoke about media, technology and children in a far less media - saturated time: «No matter how helpful they are as tools (and, of course, they can be very helpful tools), computers don't begin to compare in significance to the teacher - child relationship which is human and mutual.