bibliography I will be researching and exploring the effects that teacher feedback holds on a student’s relationship with their teachers, their learning and the classroom environment. 1. Hamre, B, Pianta, R (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, Volume 76, Number 5, Pages 949 – 967 This article, written by Bridget K. Hamre and Robert C. Pianta, explores ways in which feedback and support
expectations of all stakeholders. Within the school community, all stakeholders utilize school's social norms and create opportunities for everyone to be successful. A healthy school culture creates an environment in which the school community, at all levels, is actively engaged, feels empowered to effect positive change, enjoys congenial relationships and is supported and mentored for success. Ford Road Elementary School builds a safe and supportive learning environment through collaborative efforts and a
wellbeing of children in schools is an important part of whole child education. For success, health, safety and wellbeing promotion should be integrated into the school system. Successful integration, requires important conditions that encourage commitment, consistency, sustainability and accountability of programs. These conditions are discussed below: Condition One: School head must take up the role of an active, engaged and supportive leader of the integration process. The school head’s role is critical
For too long, health education in schools has been largely centred on the physical aspects of health. With the development of a new national curriculum already underway, it is imperative that all dimensions of health and wellbeing are considered to give students the best opportunity to learn. What a child experiences during their transition into primary school has the potential to influence their future attitudes to learning and in turn, their educational success. The terms ‘social and emotional
The Association of California School Administrators (ACSA) Leadership Program’s Management and Learning Environment Course is the most dense and challenging course to date. The California Professional Standards for Education Leaders (CPSEL) simply states, “Education Leaders manage the organization to cultivate a safe and productive learning and working environment.” However, when our cohort starts to dig deep into the standard; it is anything but simple. A new principal’s success is dependent
regardless of any perceived difference. A Research in 2007 by Association for Supervision and Curriculum Development practice confirm “whole child approach to education is defined by policies, practices, and relationships that ensure each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged”. For example, students who are sick or hungry cannot concentrate to learn. Students who distracted by fights and bullies are unlikely to do well in
Somewhere Between How does social location (social class, gender, race) play into these stories of adoption? In most Asian countries, people still prefer to have sons than daughters. Thus, since the one-child policy has been introduced in China, a majority of girls were abandoned by their parents due to this male offspring preference. This film shows how the social location, gender, has influenced the most on those adopted Chinese girls’ life. They ended up being adopted and still struggle with their
jump in the number of immigrants coming to the United States and with that comes a big jump in the number of English language learners attending school. This is a big jump that calls for rethinking the way we teach English language learners and having a supportive educational environment for these students. The article I read was called, “Creating Schools That Support Success for English Language Learners,” written by Jennifer Stepanek and Jacqueline Raphael with contributions from Elizabeth Autlo
57-61. Summary DuFour argues that the structures and culture of the educational environment does not require, support or expect that teachers collaborate. Teachers regularly work in isolation and rather be left alone than collaborate with their colleagues. Teachers often believe that they must forego autonomy in lieu of collaboration. However, DuFour maintains that in an organized and supportive collaborative environment, teachers can continue to have individuality in their classroom in order to meet
Teachers face an abundance of diversity in each one of their classrooms. Tailoring to every students needs is a challenge itself for teachers to do, but what happens when one of your students has limited formal schooling? It is not uncommon for teachers to have these students in the classroom especially teachers who teach English to speakers of other languages. Then the ultimatum teacher’s face is, how do we guide English language learners (ELL’s) with interrupted formal schooling? “How to Support