Sentences with phrase «when students feel»

When students feel safe, engaged, and respected, they can focus on their academic goals.

As we all know, when students feel secure and are not focused on issues within their school climate, a more profound learning happens!

When students feel that we are unable to meet the suggested guidelines issued by student or college, and then kindly gives us one more chance to serve you better, and make your project error free with no extra cost.

Such writing companies understand when students feel as if they have other things they want to do instead of writing their research paper.

Self - determination Theory (SDT) suggests that when students feel that their psychological needs of competence, emotional connection to others, and autonomy are met, students will be much more likely to be engaged in school.

When students feel a cultural connection, they're more likely to feel safe and respected.

A Safe Growth Mindset When students feel safe, they can grow.

When students feel safe, engaged, and respected, they can focus on their academic goals.

«When students feel heard, they feel more valued,» says Sussman.

Reminiscent of Seymour Papert's ideas about hard fun, the authors argue that when students feel passion for a topic, they will seek out the tough problems, work hard to solve them, and have fun doing it.

When students feel that they can make a difference by addressing real issues, have minimum directions, and feel free to find their own way forward (as opposed to using the «teacher - preferred» way), they persistently focus on thinking, share their thoughts, and build on the thinking of their peers.

These barriers can happen when students feel that they are being pushed to be involved.

When students feel safe, welcome and have input into classroom structure, they «invest» in classmates and procedures.

When students feel safe, they are more likely to offer teachers the necessary insights and feedback that can support the teacher's ability to respond appropriately.

When students feel connected, they are more likely to stay in school, develop critical social skills, and grow up to be compassionate, contributing members of society.

When students feel comfortable, they are more likely to ask questions in class — Raglin says that if she «feel [s] the teacher getting frustrated, [she] just stops asking questions» — and take risks inherent to learning.

When students feel that they belong to a community, they are more motivated and engaged, and they have higher academic performance and overall well - being.

When students feel they can trust their teachers and are supported by them, students are much more likely to engage, succeed, and demonstrate positive behavior in school.

When students feel both physical and emotional safety, school climates become absent of adultism, other discrimination, harassment and exclusion.

When students feel safe and respected both emotionally and physically, they are able to focus better on learning.

Genius Hour is personalized learning and so we believe that presentations should take place when students feel ready, not because it is the «fourth» session.

Additionally, when students feel a responsibility for meeting goals, undesirable and negative behaviors tend to decrease (Childre, Pope & Sands, 2009).

Summative assessments: For example, tests that allow for visual, interactive or other responses as an alternative to traditional testing questions; performance - based assessments that showcase knowledge, process and thinking; portfolios, videos or competency - based assessments that can be completed and evaluated when students feel ready; and tools that differentiate for students of differing abilities.

When my students feel safe and fully trust me as a teacher they will follow me to the ends of the Earth.

When your students feel respected, their sense of belonging and mood will often improve.

The ultimate trust is to be able to work anywhere in the school, with any device, independently — «Motivation to learn increases when students feel trusted to know where and how they learn best.»

When students feel more motivated to learn, they perform better academically (PDF, 253KB), improve classroom behavior, and gain a higher sense of self - esteem.

But structure can be useful when the discussion topic is controversial or when students feel reluctant to participate.

The positive energy that results when students feel seen, known, and valued actually gives back energy to the teacher, improves the classroom culture and tone, and replenishes energy and time for intellectual work together.

Student academic success and ongoing progress is possible when students feel respected and valued and believe their efforts to be meaningful.

For example, when students feel their thoughts drifting toward negativity or distractions, they can assume control to stay focused on achieving their learning goals.

Accountability is real when students feel that they can be honest about how much time they spend reading, and which titles they are reading.

When students feel threatened, they protect themselves in any way that they can.

But when students feel a sense of belonging, they experience more meaningful relationships, higher self - esteem, better academic performance, and improved well - being.

When students feel ready to answer aloud, they gather in a circle at the front of our classroom.

When students feel connected in the classroom, the difficulty that is a necessary component to understanding math will feel less like a personal threat and more like a natural part of learning.

While I have always had my students collaborate in groups or partners, I can see how much more naturally collaboration will occur (at any time, when my students feel the need) when we give them the furniture and actual spaces that encourage the kind of teamwork germane to so many careers today.

As I could see at the Forum, when teachers feel a sense of ownership over their classrooms, when students feel a sense of ownership over their learning, that is when productive learning takes place.

Autonomy is an essential gateway to engagement, according to the UDL guidelines; when students feel empowered, they become more excited to learn.

When students feel that they «matter,» their levels of motivation and achievement are more likely to increase.

When students feel able to meet parent expectations, they are less likely to be worried and stressed about their schoolwork and less likely to suffer from physical symptoms of stress and Students are more motivated and engaged in school, and are more likely to persevere when they feel supported by their teachers

As a teacher and as a Challenge Success coach, I believe that a love of learning is fostered best when students feel supported by their parents and their teachers.

Q4: How might we recognize when a student feels successful before, during, and after an assessment experience?

And when students felt that adults really heard their concerns, they too were more willing to listen and to work collaboratively to solve their mutual problems.

Earnestly listen when a student feels disrespected and take steps to make sure the student feels heard.

When a student feels confident about the material and the instruction, he's more motivated to try again.

When the student feels able, he or she can return to his or her regular seat and begin participating with the class or small group.

Not exact matches

«When students are able to adjust the lighting to the needs that they need, psychologically that helps them better concentrate because they feel that they have that extra bit of control,» Konstantinou added.

Hess, for example, recalls feeling defensive when a group of students ripped into Window Depot's website and logo.

But when a local school principal recently introduced him as a war hero to a gathering of students, Scardino felt embarrassed.