Sentences with phrase «teachers and families often»

We know teachers and families often have questions about data privacy and security.

Not exact matches

Paul Critelli, one of the program's teachers, told me that many parents feel overwhelmed trying to get two or three kids ready for school each morning, and that their instinct is often to «sacrifice the anxious kid» in order to avoid morning hysterics and keep the family train running on time.

Although parents (and indeed governors and teachers) are often uneasy about early or explicit SRE or providing access to family planning services, their feelings are sometimes ambiguous due to a concern that, if they do not follow such a course, children will be at greater risk of underage pregnancy.

But God's law, as set down in the Old Testament, and Athenian philosophy, as set down by the great teachers, often failed to reach much beyond the family, the polis, and the tribe.

As a therapist who has taught on the national level for over a decade to families and childcare organizations like Parents As Teachers, First Steps, Children's Hope International, and more about the value of attachment, I knew that truly gentle sleep support for parents was hard to come by and too often attached to a big price tag (from $ 50 to sometimes $ 350 for private coaching, site memberships, books / videos, etc).

These women and girls, along with their family, friends, teachers or employers, are often unprepared for the recovery head and have unrealistic expectations of the time needed to heal.

The esteemed academic, currently serving as president of Morgan State University in Baltimore, is flooded with memories of hot summer days walking the long miles between the school and his home (often barefoot to save his shoes), of early classroom lessons taught by a strict but caring teacher, of his beloved family members who reside here in great number.

The after - school practitioner may see parents or guardians daily when they pick their children up after work, opening up channels for communication and family engagement opportunities that teachers often do not have.

Issues of race, ethnicity, class, gender, sexual orientation, and ability often complicate this question for adolescents, affecting their schoolwork and their relationships with teachers, family, and peers.

In working with children and their families, Greene often meets with children's teachers and other school staff.

And teachers in low - income schools were absent more often than those serving higher - income families.

Between family members, teachers, counselors, coaches, and other helping adults, teenagers often have multiple adults in their lives.

This is so senior teachers can choose the schools they believe are the best workplaces — most often schools in nicer neighborhoods with students from higher - income families — while newer teachers with no seniority rights and fewer choices tend to work in more disadvantaged schools serving poorer students.

This challenge often comes with difficult odds — inadequate financing, teacher shortages, and inaccessible or unaffordable services for children and families.

Teachers, particularly those working in schools located in communities with high poverty, often find themselves overburdened and under - resourced to help their students (and their students» families) who are experiencing routine and extreme trauma.

Traditional parent - teacher conferences often work well for students in upper - and middle - class families.

• Expertise issues: It is often hard for teachers to distinguish what may be «normal adolescent issues» from real mental health problems, and so they worry they could offend a student or her family with a referral.

And these problems are often most acute for those most affected by them — students, families, and teachers, rather than the policymakers that wrote the law and are now responsible for updating And these problems are often most acute for those most affected by them — students, families, and teachers, rather than the policymakers that wrote the law and are now responsible for updating and teachers, rather than the policymakers that wrote the law and are now responsible for updating and are now responsible for updating it.

Meanwhile, in declaring that «Schools should teach about the French Revolution, not have their parents act it out», Rotherham reinforces a conceit found far too often found among Beltway reformers (and, as evidenced from Teach For America President Wendy Kopp's thoughtless piece on releasing teacher performance data, even among some operator - oriented reformers): That families — especially those from poor and minority backgrounds — just aren't equipped to make smart decisions when it comes to school operations.

Chicago is currently facing many challenges - both inside and outside our schools - and we realized that far too often our teachers, families, and communities aren't communicating with each other.

Chicago is currently facing many challenges - both inside and outside our schools - and we realized that far too often our teachers, families, and communities...

When I hear their complaints, and I hear it often having a family of teachers on all sides of me, it usually has to do with administrative decisions and parent attitudes toward teachers / schooling.

Little wonder that the middle school years are often tumultuous for students, families and teachers.

And experts say good teachers could help mitigate the effects of other issues that are often widespread in these communities, like family instability.

Female teachers tend to be absent more often than their male counterparts, a finding consistent across employment sectors and with links to highly gendered family responsibilities.

As teachers, we serve families from a variety of cultural and linguistic backgrounds and often, the students are the only members of the family to speak or read English.

While it is important continue examining the long - term benefits and drawbacks of school - choice programs — through detailed research and student or parent interviews, in particular — the knee - jerk desire on the left to reject education freedom often betrays blind loyalty to teachers» unions rather than to considering what programs are truly best for American children and families.

This passion for education can produce amazing results but often isn't sustainable or fair to teachers and their families, with educators working weekends, rushing back to work right after major life events, or even just skipping a morning run to do extra preparation for their class.

The plan would put more teachers in classrooms and add social support services to the school, which struggles to meet the needs of students from families that move often, many of whom are non-native English speakers.

Too often, the report says, teachers «are typically underprepared and not supported as they confront lower levels of resources, poorer working conditions, and the stresses of working with students and families who have a wide range of needs.

Raised in a family of teachers and talking often of her three school - aged children Powell took to the role well, winning plaudits for her boisterous opposition to government policies, including forced academisation and teacher shortages.

Working with young families often involves many team members who may include key workers, occupational, speech and physiotherapists, social workers, teachers and so on.

And while it's often said that no one becomes a teacher to get rich, there's no reason why teachers should not be able to retire with dignity after years of service to the families in their communities.

At Moore Blatch we meet with our clients» family members, friends, employers, lecturers and in the case of children we will often meet with teachers and other care providers.

Children and young people make progress at different rates and parents, teachers, family doctors or social workers often refer young people because of difficulties affecting their learning, their ability to demonstrate their true ability, their participation in school, college or university activities and by extension, their confidence, their social interactions, their future choices (for employment) and their lives in general.

They were often repeated, were deliberately designed to discredit him, and were made in concert with a campaign to embarrass and harass him through reports made by Ms. Halstead to various agencies, including his school district, the Ombudsman, the Workers Compensation Board, the British Columbia College of Teachers, the Human Rights Commission, Children and Family Services, and the RCMP.

As illustrated in many of the previous examples, SFBT school counselors often ask «systemic questions» designed to expand the solution description to include friends, family, and teachers.

Cooperative and non-competitive games are ideal for children and families, and are often used by therapists, counselors, and teachers.

Our comparative, multivocal ethnographic study of teachers in five U.S. cities in a number of early childhood settings suggests that immigrant teachers often experience difficulty applying their cultural knowledge to the education and care of young children of immigrants because they face a dilemma between their pedagogical training and their cultural knowledge; between the expectations of their fellow teachers and of parents; and between the goals of being culturally responsive to children, families, and their community and being perceived as professional by their fellow teachers and their superiors.

Family engagement often involves providing feedback on children's progress and discussing how parents can sustain learning activities at home.60 This can take many forms, including regular parent - teacher conferences; daily communications between teachers and families, for example through daily report sheets and emails; monthly newsletters; parent - in - classroom events; family open nights; and other events intended to build a community that includes children, families, teachers, and program leFamily engagement often involves providing feedback on children's progress and discussing how parents can sustain learning activities at home.60 This can take many forms, including regular parent - teacher conferences; daily communications between teachers and families, for example through daily report sheets and emails; monthly newsletters; parent - in - classroom events; family open nights; and other events intended to build a community that includes children, families, teachers, and program lefamily open nights; and other events intended to build a community that includes children, families, teachers, and program leaders.

In fact, high school is often a time when students experience greater separation — from their family as they take more cues from their peers, from their school community as they go from teacher to teacher without a consistent «homeroom» during the day, and as they further define their sense of identity, how they are like others and also, how they are different.

Sexuality Educators often do professional development training as well as direct education and work with many different populations, such as adolescents, parents, families, persons with mental and physical disabilities, clergy, teachers, counselors and therapists, businesses, and college students.

Sexuality educators often do professional development training as well as direct education and work with many different populations, such as adolescents, parents, families, persons with mental and physical disabilities, clergy, teachers, counselors and therapists, businesses, and college students.

Assessments often include multiple interviews with each parent, interviews with each child, home visits, psychological testing, parent - child observations, interviews with professional collateral sources (doctors, teachers, coaches, etc.), non-professional collateral interviews (friends and family), and extensive document reviews.

While we often think of high test scores, some families may be concerned with their budding athlete playing for a top program and others may place a particular premium on student - to - teacher ratio.»

While we often think of high test scores, some families may be concerned with their budding athlete playing for a top program and others may place a particular premium on student to teacher ratio.»