Teacher behaviour

Xem 1-20 trên 22 kết quả Teacher behaviour
  • There is a need to build the evidence base of early interventions to promote children’s health and development in the UK. Chance UK is a voluntary sector organisation based in London that delivers a 12-month mentoring programme for primary school children identified by teachers and parents as having behavioural and emotional difficulties.

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  • This longitudinal study classified groups of children experiencing different trajectories of student-teacher relationship quality over the transition from preschool into school, and determined the strength of the association between different student-teacher relationship trajectories and childhood mental health problems in the second year of primary school.

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  • This study aimed to determine the impact of financial literacy on financial behaviour among teachers of secondary school. Financial behaviour in this study was explored as saving behaviour, shopping behaviour, shortterm planning and long-term planning. Data were collected at the Greater Jakarta, Indonesia, involving 142 participants who were approached conveniently.

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  • Saving and investment behaviour is influenced by several factors are Income, Education, Wealth, Employment Status, Stages in life cycle, Pension, Insurance and Banking infrastructure (Achar, 2012). It is supported that the 85 % of the high school teachers and 80% of college teachers were highly influenced by income as saving and high school teachers were influenced as education (77.5%), wealth (47.5%), pension (32.5%), stages in life cycle (30%), banking infrastructure (25%) and employment status (10%) respectively whereas college teachers were influenced as education (77.

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  • Despite these factors, children’s mental health has so far been paid insufficient attention in schools. Teachers are uniquely placed to influence the mental health of children and young people. As well as being in a position to recognise the symptoms of mental health difficulties at an early stage, they can enhance the social and emotional development of children and foster their mental well-being through their daily responses to pupils.

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  • This book is the end result of many influences, all of which have contributed to its final shape. We would like to thank all those people who have contributed to the development and formation of the ideas behind this book. This is a long list. In recent years it includes our students and colleagues at the University of Glamorgan. Prior to this our many colleagues in our own clinical practices who we have worked with and our past teachers and mentors who moulded our ideas about working with people.

    pdf215p cronus75 16-01-2013 41 3   Download

  • Educational products catalogue includes AAMR Adaptive Behaviour Scales: Second edition (ABS-2), achievement motivation profile (AMP), adaptive behaviour inventory (ABI),  ADD-H vomprehensive teacher's rating scale (ACTeRS) decond edition, ADHD symptom checklist-4 (ADHD-SC4), adolescent symptom inventory- 4 (ASI-4), asperger syndrome diagnostic scale (ASDS),...

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  • In this document, we invite teachers to consider what constitutes a positive learning environment and cover the following topics to help them in this endeavour: Classroom behaviour is examined from an interactionist perspective, and teachers are led in particular to look closely at the contexts in which incidents and problems arise (see Chapter 1). An effort is made to raise teachers’ awareness of cultural influences on their beliefs and practices of discipline (see Chapter 2). Invite you to refer.

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  • At the beginning of every semester in one of my undergraduate health classes at Texas State University, I ask my students, “How many of you feel you received quality sexuality education from either your parents or school?” Typically, I see two or three hands out of 50 students. When I ask these 18- and 19-year-old students, the vast majority of whom are products of Texas public schools, why they didn’t learn this important information, their explanations have become a familiar litany: “We skipped the sex ed chapter in high school.” “Our teacher just told us ‘don’t do it.

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  • "Thế nào là một giáo viên Hóa học giỏi?!" Việc giảng bài của giáo viên chính là câu trả lời, hãy nhìn vào dấu chấm than sau câu hỏi (!). Vấn đề nghe có vẻ đơn giản, nhưng trên thực tế câu trả lời là rất khó. Nó phụ thuộc vào thái độ của mỗi cá nhân. Cùng tham khảo bài viết sau đây để hiểu rõ hơn về vấn đề này.

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  • At some point, one in five children and adolescents in the UK will suffer distress or disorganisation of their behaviour sufficient to be considered ‘disordered’ (Office for National Statistics, 2005). Much of this ‘disorder’ will be dealt with informally and resolve or persist at a low level, accumulating over time to present at a later stage. Some children and adolescents will be dealt with by various professionals in various capacities – teachers, school nurses, general practitioners (GPs), social workers – and never come to the attention of ‘specialists’.

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  • Learners’ performance is mainly based on the quality of interaction between teachers and students. Such interaction between them is based on suitable environment created through mutual understanding and professional relationships between teachers and students. Despite this fact, this study has observed that many teachers are unaware about establishing mutual relationships and favourable environment for interaction with the students in their classes. Because of the authoritative behaviours of the teachers, students have issues in learning.

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  • There are indications that teachers have limited knowledge about attention deficit hyperactivity disorder (ADHD), despite its high prevalence in childhood and its long-term effects on students such as academic underachievement, reduced self-esteem, and social and behavioural difficulties.

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  • The aim of this cluster-randomised, controlled study was to examine whether a teacher-led multifactorial back education programme could improve back pain in pupils, motor skills, back behaviour, and back knowledge over a 10-month period.

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  • There is a high risk that young children who show early signs of mental health problems develop symptoms in the same or overlapping areas some years later. The Strengths and Difficulties Questionnaire (SDQ) is widely used to screen externalizing and internalizing problems early in life.

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  • This article describes possibilities of higher education didactic to qualify the students’ professional knowledge about pupil behaviour in the frame of the teacher training. The article is a plea to teach Chemistry more pupil-orientated than presently. The conception “pupil orientation” is considered in actual education policy-initiated efforts in Vietnam. The author concretizes his previous explanations in the “Journal of Science (HCMCUE)” about “pupil-orientation” relating to own experiences of a methodological seminar for master students.

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  • This article describes possibilities of higher education didactic to qualify the students’ professional knowledge about pupil behaviour in the frame of the teacher training. The article is a plea to teach Chemistry more pupil-orientated than presently. The conception “pupil orientation” is considered in actual education policy-initiated efforts in Vietnam.

    pdf11p viv2711 14-10-2020 0 0   Download

  • Coaching Emotional Intelligence in the Classroom is a practical resource to help Key Stage 2 and Key Stage 3 teachers explore and understand a range of concepts, principles and techniques gathered under the term ‘emotional intelligence’, and the way that this powerfully infl uences pupils’ behaviour and learning in the classroom. Creative activities are suggested throughout, leading towards a more explicit focus on coaching methods to help pupils become independent, creative and effective learners able to set goals, generate ideas, solve problems and arrive at reasoned decisions....

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  • A curriculum that integrates the development of social and emotional skills within all subject areas. (These skills include problem-solving, coping, conflict management/resolution and understanding and managing feelings.) This should be provided throughout primary education by appropriately trained teachers and practitioners. Training and development to ensure teachers and practitioners have the knowledge, understanding and skills to deliver this curriculum effectively. The training should include how to manage behaviours and how to build successful relationships. ...

    pdf397p chiecxedien 02-01-2013 28 1   Download

  • In efforts to achieve specific behavioural outcomes, programmes aimed at developing young people’s life skills without a particular context such as a health behaviour or condition are less effective than programmes that overtly focus on applying life skills to specific health choices and behaviours (Kirby et al, 1994). To influence behaviour effectively, skills must be applied to a particular topic, such as a prevalent health issue.

    pdf76p chiecxedien 02-01-2013 35 1   Download



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