Sentences with phrase «teacher relationships seems»

The quality of teacher relationships seems to be correlated to how much effort students put forth in their school work, and indeed, research indicates that effort is more important than innate ability when it comes to achievement (Dweck, 2006).

Not exact matches

Furthermore, the idea that I am just an individual, owing little or nothing to anyone, that I need to be autonomous, seems absurd when we consider our own personal origins: we each owe our conception and birth to a mother and a father; our whole lives involve a series ofinterlocking relationships with parents, family, friends, teachers, society and so on.

Although it seems that I'm the one who plays «Bad Cop» in our relationship with our sons, I have no problem also being the teacher, the cook, and the nurse.

The reason for this, it seems, is that they are in fact already in relationships with other people: Luke's been with teacher Jill (Anna Kendrick) for quite a while and Kate's been with businessman Chris (Ron Livingston) for several months.

The certification pathway that New York City teachers took to their classrooms seemed to have little relationship to how effective they were in raising students» scores, concludes a study that matched some 10,000 teachers with six years of test results.

Our classes are different and most are asynchronous but that does not seem to affect the relationship between teacher and student.

It seems obvious to me now, in retrospect, that talking with each of my students and listening individually to their needs would improve our relationships, but with the day - to - day demands that teachers face, it's easy to forget the immense value of just a few minutes of connection.

It seems that for a young child, it's important to have a single teacher who knows that child well enough to customize teaching to his or her needs, who spends enough time with students to be able to understand and respond to their behavior, and who has few enough students to focus energy on building relationships with them.

We were a little worried that something so open - ended could lead to bad behavior, but just the opposite has happened — students have used their freedom to seek out healthy fun, and relationships between students and teachers now seem less hierarchical.

(Sometimes the calls to parents are supplemented with teacher calls to students) These parent relationships seem to be linked to very high parent - satisfaction ratings, and in turn we have thought those were related to our high test - score growth.

«Unlearning» and «Mirroring»: Transforming Instruction Ed Week, 7/30/14 Of the many forms of professional development we have examined thus far, participation in the online AP Teacher Community (a College Board website where teachers can discuss teaching strategies, share resources, and connect with each other) seems to have the largest positive direct association with both teacher practice and student outcomes, and the relationship is statistically signiTeacher Community (a College Board website where teachers can discuss teaching strategies, share resources, and connect with each other) seems to have the largest positive direct association with both teacher practice and student outcomes, and the relationship is statistically signiteacher practice and student outcomes, and the relationship is statistically significant.

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.

Thus, mounting evidence suggests that the seeming relationship between student demographics and teacher turnover is driven not by teachers» responses to their students, but by the conditions in which they must teach and their students are obliged to learn.»

I think in the early years of Bennett's administration he alienated a lot of support from teachers in Indiana in part because he was so accountability - oriented... That relationship seems to have recovered a bit over time as he's made substantial efforts in the last two years to foster better relationships with school corporations and teachers and to help them implement their teacher accountability policies under Senate Enrolled Act 1, but he never fully recovered from the first couple of years.

Even though they mostly talked past each other on issues like the deep budget cuts Trump has proposed and the desirability of school choice everywhere, the visit did seem to signal the end of the long war between the education department and the teachers unions over the school and teacher accountability issues that have dominated the relationship for the last 17 years or so.

Through encouraging the development of more in - depth relationships between preservice teachers and host students in mentoring relationships, the hope was that the complexities of social group identities and life circumstance that at first might seem unrelated to schooling might more easily come to the surface.

Following up on my most recent post about «School - Level Bias in the PVAAS Model in Pennsylvania,» also in Ohio — a state that also uses «the best» and «most sophisticated» VAM (i.e., a version of the Education Value - Added Assessment System [EVAAS]; for more information click here)-- this seems to be a problem, as per an older (2013) article just sent to me following my prior post «Teachers» «Value - Added» Ratings and [their] Relationship to Student Income Levels [being] Questioned.»

In addition, it also seems to measure more domain - specific information regarding teacher roles as a caregiver and manager / disciplinarian, suggesting interconnectedness between the relationship - specific and domain - specific models (cf. Spilt and Koomen 2009).

It also seems that not all teachers feel equally responsible for developing close relationships with their students and that not all teachers have an understanding of the positive effects that good relationships can bring about in students.

He had an otherworldly quality that made it seem as though he was not interested in establishing any relationships with teachers or peers.

Studies also show strong associations between adolescents» experiences of the social climate in school, social relationships and mental health outcomes.4 — 9 Poor relationships are connected to worse health outcomes, 3,8,10,11 in particular for strained relationships.12 Also, there seems to be a connection between disempowerment from teachers and strained peer relationships.13