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A major reason was negative student attitudes and discipline. [3] Classroom management is crucial in classrooms because it supports the proper execution of curriculum development, developing best teaching practices, and putting them into action.
For preschool children, family is the main consideration for the context of intervention and treatment. The interaction between children and parents or caregivers, parenting skills, social support, and socioeconomic status would be the factors. [20] For school-aged children, the school context also needs to be considered. [20]
With time, continued negative experiences may crystallize into a negative self-concept and self-image. People who stutter may project their own attitudes onto others, believing that the others think them nervous or stupid. Such negative feelings and attitudes may need to be a major focus of a treatment program. [8]
Teachers reflect what is projected into them by their students. An experiment done by Jenkins and Deno (1969) submitted teachers to a classroom of children who had either been told to be attentive, or unattentive, to the teachers' lecture. They found that teachers who were in the attentive condition would rate their teaching skills as higher. [15]
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Of the county’s 53,925 public high school students, statistics show 71.1% of students failed the ELA portion of the exam. “Parents are going to solve it themselves by leaving the city if we ...
Being gifted sets students apart from their peers and this difference interferes with full social acceptance. Varying expectations that exist in the different social contexts which children must navigate, and the value judgments that may be assigned to the child result in the child's use of social coping strategies to manage his or her identity.
The outdated definition rejected by the American Psychiatric Association is as follows: Passive-aggressive behavior is characterized by a habitual pattern of non-active resistance to expected work requirements, opposition, sullenness, stubbornness, and negative attitudes in response to requirements for normal performance levels expected by others.