Student Characteristics Influencing the Teacher Relationship Koles, O’Connor, and Collins suggest that student characteristics appear to determine the quality of teacher-student relationships more than teacher characteristics. In terms of gender, research has identified that boys at all grade levels have poorer and more conflictual relationships with teachers than girls. That challenges with students such as disruptive behavior prevent close teacher-student relationships from developing might be the most obvious factor. Students with chronic behavior problems tend to be on a trajectory of continuous poor teacher-student relationships throughout school. Problem behavior is not just externalizing behavior that is disruptive and harmful to others, but can also be withdrawn, internalizing behavior with symptoms such as anxiety and depression.
Moreover, parents’ involvement in the school improves parents’ attitudes to school (Bempechat, 1992:33; Greenwood & Hickman, 1991:280), and enhances their collaboration with it (Tam & Chan, 2009:84), and also motivates teachers to seek ever-better instructional methods (Koutrouba, Antonopoulou, Tsitsas, & Zenakou, 2009:311-328). However, teachers and parents’ collaboration were often quite limited. Epstein (2008:9-12) reported that many school teachers admits that they usually communicate with parents only in cases of negative student behaviour or
Earnest Joone N. Lagrito English 27B Title Parent support in school for children’s academic performance Thesis Parent involvement as a positive effect on children’s academic performance. Introduction There have been numerous ways discovered and understood by modern society unto how different families give and show support to their children, in this study the researcher seeks to undermine a specific support that is given to children, especially in their academic progress. The researcher in this study strives to show the importance, effectiveness and advantages that children can achieve through parental involvement in school. This study ushers the importance of parents in the lives of children in their day to day lives in school and outside
The BCM is an evidence-based and empirically supported consultation model. The model uses principles of learning to help change problems and behaviors through a step-by-step consultation process. According to Chitiyo, Morgan, and Wheeler (2009) behavioral consultation is chosen more than other models of consultations. The BCM has proven to be effective in school-based programs in helping students to learn and in solving behavioral problems. The model is used to construct interventions to deal with challenging behaviors of students.
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
6). The learner’s self-efficacy and self-esteem is built primarily on the child’s interactions with others – parents, peers, teachers and other significant adults and for children to develop a healthy concept of self, Rogers reflects, as did Ginott, teachers must develop good communication skills that convey positive messages. Rogers believes that the development of not only the emotional security of a child but also their moral development, personal maturation and socialisation are all affected by discipline. Rogers defines discipline as leading, guiding, directing and motivating and suggests that discipline can be broken into three types - preventative, corrective and supportive (Rogers, p. 5). “Preventative discipline” involves the development of effective teaching strategies, tactics, organisation and planning by the teacher.
Teachers can learn about different cultures through many resources, but the most useful way to learn about students’ cultures is to look to the community. Students, parents, and community leaders are all useful sources for information about a student’s home culture. Information that is important for creating a culturally responsive learning environment include values, attitudes, and habits. Once a teacher has familiarized themselves with their students’ cultures, there are several strategies that can be used to create a responsive learning environment. Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment.
Dewey (1959) sees experience and education as being dialectically connected. Hence, to Dewey, the experiences that the teacher designs and creates in the classroom, e.g. tools, activities or the environment, have an impact on students’ learning. The experiences must be relevant, authentic and meaningful to the students for effective learning to take place. Besides individuals’ experiences, Dewey gives space for social experiences as well.
They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
Family structure is one of the important factors that is being associated to the development of behaviors and skills needed to achieve in school. Strauss (2009) suggested that student’s success or failure is related in home life which is credited to Dr. Rich in developing MegaSkills program and in making parental involvement as a requirement for schools. It is supported by a study conducted by Williams (2007) which showed that a significant impact exists between family structure and student behavior at school and academic success. This is also related to Baker (2011) examination of family structure and academic achievement using One-Way Analysis of Variance (ANOVA) among 262 high school students which suggested that academic behavior was significantly
In today’s education world, children are coming to our schools with different family, racial, ethnic, and religious upbringings; therefore, as an educational leader I will have to demonstrate an appreciation to all the diversity within our school community. I will have to plan and develop policies and procedures that support our diverse family. As a leader, I will have to research the different cultures that will exist within my school in order to treat everyone fairly, equitably, and with dignity and respect. According to ISLCC standard 6 the administrator should ensure the environment in which schools operate is influenced on behalf of students and their families. As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff.
Here is a summary of the skills I am supposed to learn in the Master of Education in School Counseling program. The intention of the Advanced Competency Assessment (ACA) is basically "to educate and improve student performance" (p.1). The Program Learning Outcomes are joined with the School of Education Conceptual Framework that combines Knows-Implements-Believes specialties in the Advanced Competencies for the school counseling licensure program. Program learning outcomes also combine characters that should be observable in the individual. Including: Social responsibility – Commitment - Reflective Practice – Integrity - Professionalism (S-C-R-I-P).
In addition to this I expected that the school social worker was responsible of ensuring that each student with learning accommodation was receiving the attention and resource they needed for example occupational therapy. To expand my knowledge about the job function and performance responsibilities of a school social worker, I visited the School Social Work Association of America website. After visiting this website I was able to understand more about the roles of school Social Worker. Also I learned about some of the specific services that School Social Workers provide. Additional questions I researched were: Why do today 's schools need School Social Workers?