Sentences with phrase «value of student voice»

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Just by asking these kinds of questions teachers can create a classroom culture where student voice is valued, where students feel their needs will be attended to, and where students begin to trust their teacher.

Like Nikhil Goyal, he exemplifies the value of including students» voices in the process of educational change.

Sam exemplifies the value of including student voice in the process of educational change.

The key to having meaningful discussions in our classrooms is establishing a culture that values all of the voices in the room, and the more opportunities we give students to think, talk, and listen to each other, the more empowered they'll be to join the conversation.

Even the most «standard» curriculum decides whose history is worthy of study, whose books are worthy of reading, which curriculum and text selections that include myriad voices and multiple ways of knowing, experiencing, and understanding life can help students to find and value their own voices, histories, and cultures.

A culture of shared leadership allows student opinions to be valued so every child can feel and experience responsibility, discover their passions through participation in student - led clubs, identify and develop their strengths, and find their voice.

These are active listening strategies that keep students engaged and promote a classroom environment that values all voices, perhaps the most important 21st - century lesson of them all.

I've reflected about each decision and considered how the shift to a classroom culture that values and supports student voice has impacted the overall learning of my students.

IDRA's approach to professional learning values the role of teachers, administrators, parents and students as co-creators of a campus culture where student voices are heard and incorporated into the curriculum and other campus activities designed to strengthen both students» academic pursuits and non-cognitive factors that are crucial to their engagement and academic success.

The Michigan College Access Alliance brings together key stakeholders in K - 12, higher education, business, government, and the nonprofit sector to serve as a collective voice, dedicated to increasing the number of Michigan students who earn college degrees and other credentials valued in the new economy.

Student voice is dependent on an environment that values the sharing of various perspectives.

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

Hearing these divergent voices helps us understand better what different groups mean when they talk about school reform: policymakers and business leaders want new skills and higher standards; parents in disadvantaged communities worry about their children's lack of hope and eroding values; teachers and principals want the central office to take their concerns seriously; students want schools to be more respectful and engaging.

These personal accounts of Michie's awakening as a teacher will inspire you to face the challenges of reaching, managing the behavior, and building the cultural competence and critical consciousness of students, while the contribution of student voice will serve as a powerful reminder of critical importance and value in hearing, knowing and seeking to understand the lives, perspectives and culture of your students.

This six - lesson unit arrives at a moment in American politics and society when it is more important than ever for all students — regardless of who they are or where they come from — to understand the value of their individual voices in the story of the United States.

Teaching and learning that honors, values, and applies the voices of students through the development of educational practices and policies.

+ 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.

While an AP (and Testing Coordinator), I was able to hire, train, and retain high - quality teachers, create an environment where teachers and students felt they had a voice, and support the core - values of The Main Street Academy.

Research has also proven that schools that foster collaboration and reflect and value the true voice of the staff have better student outcomes.

This provides the potential for students to voice their perceptions of the value of learning the content and collective learning in the classroom.

The two areas we will be touching on are: online data collection for evaluative purposes and capturing ongoing «snapshots» of classroom life for value - based professional development that includes student voice as a means of reciprocal learning.

«Student voice refers to the values, opinions, beliefs, perspectives, and cultural backgrounds of individual students and groups of students in a school, and to instructional approaches and techniques that are based on student choices, interests, passions, and ambitions.Student voice refers to the values, opinions, beliefs, perspectives, and cultural backgrounds of individual students and groups of students in a school, and to instructional approaches and techniques that are based on student choices, interests, passions, and ambitions.student choices, interests, passions, and ambitions.»

We help students understand that their opinion is of value, that their voices should be heard, and that their suggestions have merit.

We want students to see that their learning is a valid investment of their energy, by inviting them into their learning as valued voices.

Do the cultural norms and values of the school proclaim the centrality of student voice within the context of education as a shared responsibility and shared achievement?

They voiced their support of the value of education abroad, and if they can help to promote its value to the general public, students and their families, then that may assist with expanding participation.

«The Black Lives Matter movement has been addressing (gun violence) since the murder of Trayvon Martin in 2012, yet we have never seen this kind of support for our cause and we surely do not feel the lives or voices of minorities are valued as much as those of our white counterpart,» student Tyah - Amoy Roberts told reporters this week, according to CNN affiliate WPEC - TV.

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A curricular focus on social and emotional education includes a range of holistic approaches emphasising awareness of emotions, caring, empathy and concern for others, positive relationships, making responsible decisions, impulse control, resolving conflict constructively and valuing the thoughts, feelings and voices of students (see also Weissberg et al., 2015; Brackett et al., 2015; Downes, Nairz - Wirth, & Rusinaite, 2017).