Building Strong Teacher-Student Relationships
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As a classroom teacher and published author, Stefania Shaffer incorporates her professional and personal experiences into her writing. Stefania Shaffer stands out as the author of Heroes Don't Always Wear Capes, which tells the story of a young girl and the teachers that help her navigate the challenges of growing up.
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Lisa Garcia is seeking an instructional leadership position. She has a M.Ed in Educational Leadership from Concordia University and a B.S. in Interdisciplinary Studies specializing in Early Childhood Education from The University of Texas at San Antonio. Garcia has over 15 years of experience as a kindergarten and third grade teacher in Round Rock ISD. She has served in leadership roles such as third grade team lead, kindergarten team leader, and parent engagement facilitator. Garcia has extensive training and experience in curriculum, instruction, assessment, and continuous improvement strategies.
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Melissa Wrenn has worked in various roles at Kona Pacific School for several years, demonstrating exceptional qualities. She is enthusiastic, organized, hard-working, professional, talented, and demonstrates a remarkable blend of strong teaching presence, warmth, clarity and humor. As a teacher, she is innovative, a team player who can both lead and support. She continually seeks to grow professionally through independent and collaborative study. The director highly recommends her as a tremendous asset who will prove to be an outstanding classroom teacher.
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The principal led a low-performing elementary school to become the highest performing in the district within 4 years. Test scores rose through detailed analysis of instruction and alignment of curriculum with assessments. Students were monitored individually and given targeted support plans. Learning was prioritized over interruptions, and assessment data was carefully reviewed. Engaging parents in students' progress and transition to middle school contributed to the school's success. Quality teaching that students and parents connected with made the biggest impact on achievement.
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J.D. Kingham believes that schools play a vital role in educating students academically, socially, and morally to contribute positively to their community. An effective school requires leadership, teachers, students, parents, and the local community to work together with a shared commitment to academic and pastoral development. Academically, lessons must be accessible, tailored, and use modern pedagogy to motivate independent learning. Pastorally, extracurricular activities help develop well-rounded students and strengthen community ties. Strong leadership is also needed to promote the school's vision, manage stakeholders, inspire teachers, and ensure continuous improvement. With international teaching experience across Asia and the Middle East, J.D. Kingham has a track record
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JENNIFER BAKEY STERLING professional resume 2015
Jennifer Sterling is a dynamic counselor with 15 years of experience working with children and adolescents, including experience with autism and other special needs. She currently works as a Behavior Specialist for the Ridley School District, where she has created autism support classrooms and leads social skills lessons. Prior experience includes serving as a Long Term Substitute Guidance Counselor and Juvenile Probation Officer. She has a variety of skills in counseling, crisis intervention, data analysis, behavior modification, and special education support.
Values 2
The document discusses several values that are important in school communities and classrooms: tolerance, humor, empathy, integrity, and respect. For each value, it provides examples of what that value looks like when evidenced in school policies, curriculum, teacher-student interactions, and classroom management. Specifically, it describes how tolerance can be shown through just policies and inclusive curriculum, how humor promotes fun and engagement in learning, how empathy involves understanding others' perspectives through active listening, how integrity means consistently acting with honesty and fairness, and how respect acknowledges different views and the importance of all voices.
Social skills for kids
The education system of this present generation demands a change for itself according to the need of the hour. Every school desires to incorporate a unique curriculum for its students,
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This letter recommends Carmen Slatton for a position. It states that Carmen took a leadership role and was productive in classroom projects and assignments. Carmen currently tutors struggling students in various academic areas and always has a positive attitude. The author feels Carmen would be an asset to any school because she is dedicated to working with students and empowering them to exceed expectations through her outgoing personality and teaching them self-reflection. Carmen's drive and dedication make her an outstanding candidate for any school.
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Building Strong Teacher-Student Relationships
- 1. Stefania Shaffer Building Strong Teacher-Student Relationships
- 2. Introduction As a classroom teacher and published author, Stefania Shaffer incorporates her professional and personal experiences into her writing. Stefania Shaffer stands out as the author of Heroes Don't Always Wear Capes, which tells the story of a young girl and the teachers that help her navigate the challenges of growing up. Statistics show that strong and positive relationships with teachers can significantly impact students' engagement with education. Students who connect on a personal level to their teachers tend to perform better and have a more positive overall experience in the classroom. These connections often show in a student's ability to ask for help, to share his or her successes, and to confide in the teacher about personal or social challenges. Teachers who report having such experiences with students also report that these students show an independent interest in learning as well as a willingness to cooperate with classroom processes.
- 3. Teacher-Student Relationships Teachers can nurture these relationships by demonstrating a genuine interest in students' experiences, including their cultural backgrounds and social lives. To do so, teachers must listen attentively when students share and to follow up with questions that affirm understanding and ask for details. It is also important for teachers to remember what they have learned about students and to incorporate this understanding into future conversations, both directly and indirectly. One- on-one conversations are crucial to building such relationships, as these moments allow a student to feel that the teacher values him or her as an individual, rather than as a face in a crowd.