The Influence of Teachers Attitude on Students Learning of Mathematics in Nigerian Secondary Schools.The Influence of Teachers Attitude on Students Learning of Mathematics in Nigerian Secondary Schools | Dorah Damar. Sorry, preview is currently unavailable. You can download the paper by clicking the button above. Casel Secondary Guide Beta. Below are the programs that met criteria for one of the three CASEL review designations: SELect Program, Complementary Program, or Promising Program. Teacher Login/Registration : Welcome MHLN users! Teachers, please use your registered MHLN email address and password to login. Student Login: Students: Once your teacher has registered, they will give you the access code. Links to both lesson plans and strategies for teaching social science, history, and government. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful. Effective SEL programming begins in preschool and. The needs for Teacher and Classroom Resources vary from school to school, teacher to teacher, and year to year. Becker's has all the Teacher Tools you'll need for a successful school year. Detailing a discipline model for handling behavior problems in the classroom setting. Edmodo is an easy way to get your students connected so they can safely collaborate, get and stay organized, and access assignments, grades, and school messages. Google Apps for Education: A suite of free productivity tools for classroom collaboration. The programs are organized first by designation and then alphabetically within designation category. Click on any program name to view the full description of that program. <P style='TEXT-ALIGN: center'><SPAN style='FONT-FAMILY: tahoma,arial,helvetica,sans-serif; FONT-SIZE: x-large'>Classroom Management Resource Guide</SPAN></P> <P><SPAN style='FONT-FAMILY: tahoma,arial,helvetica. Effective Teaching: by Harry & Rosemary Wong Special to the Gazette May 1, 2010: The Success of a Culture of Consistency. An index of all program descriptions can also be found on our Program Description page. CASEL Designation: Complementary Program Program Design. Building Assets, Reducing Risks (BARR) is an organizational approach to promoting students' social and emotional learning. BARR is designed to be implemented in grades 6 through 1. The program organizes each grade level into teams. Each team is led by three teachers from core academic subjects (i. English, sciences, or social sciences) who are responsible for 8. Teachers on each team continually monitor the academic achievement and behavioral adjustment of the students assigned to them. The members of each team meet as a group to reflect on these ratings and to identify students at- risk. Teams also meet with school support staff on a weekly basis to develop plans for those at- risk students. This process requires daily teacher time and time in the schedule for team meetings. BARR also provides a set of activities for relationship building between teachers and students called "I- Time." BARR is designated as a Complementary program because there is a limited emphasis on the promotion of students' personal competence. Schools implementing BARR hold an orientation for parents on the topic of the developmental needs of adolescents. Parents are also invited to serve on a parent advisory council. Implementation Support. According to the program's recommended implementation model, BARR's professional development takes place over three years. During that time BARR offers a total of six days of onsite training (two days per year) with additional monthly phone calls for technical assistance with each school's assigned BARR educator/trainer as well as two additional onsite technical assistance and coaching visits each year. In the first year's training, which in most schools takes place early in the fall of the ninth- grade year, an administrator, a school counselor, and the core subject teachers for ninth grade attend an initial two- day training. These are always onsite trainings with two trainers, a current BARR educator assigned to work with the school across its full implementation period and a professional trainer from the program's publisher, Hazelden. The content of this initial training is the overall BARR approach. In the following two years BARR provides four days of onsite training, usually two days per year. Schools may choose based on their needs among such topics as trauma- informed classrooms, substance use, equity, and effective team meetings, to name a few of the offerings. BARR provides significant ongoing support following the initial training. The assigned BARR educator calls once a month to check on implementation progress and offer technical assistance on barriers to implementation and other issues as needed. The "BARR coordinator" for the school facilitates the team meetings and acts as the primary liaison with the BARR educator and the school's administration. For onsite technical assistance in the first year BARR recommends two day- long visits from the school's assigned BARR educator, with the first one spaced 6- 8 weeks after the initial training and the second typically taking place toward the end of the year. During these visits, the BARR educator observes core aspects of the program's implementation, interacts with administrators and teachers, reviews structural components, and assesses program fidelity. This is followed by a detailed coaching report identifying areas in need of improvement or more attention and debriefs with the school's BARR coordinator and a school administrator. In the subsequent two years BARR offers one day- long onsite visit of a similar nature. A Train the Trainer model is available in which the BARR coordinator can be trained as a trainer to provide ongoing support for the program. Evidence of Effectiveness. Results of a 2. 01. Building Assets- Reducing Risk. This evaluation was conducted on a sample of 5. Hispanic = 3. 7%, White = 5. Other = 1. 1%). It found that students who participated in the program reported more academic credits earned, higher standardized test scores in math, and higher standardized test scores in reading (nine months after baseline), compared to students from the control group and controlling for baseline differences in outcome. References. Evans, J. Sharma, A. (2. 01. BARR Program Performance Evaluation Report. CASEL Designation: Promising Program Program Design. CHARACTERplus Way uses an organizational approach to promote students' social and emotional learning. The program works at the district level with a leadership team established at the beginning of a three- year implementation process. The leadership team includes the superintendent, two principals, two teachers, a counselor or social worker, and two parents or community members. In the first year the leadership team meets regularly to develop a character education policy, to prioritize desirable character traits, to organize data- based planning and evaluation, and to plan staff professional development. They also develop strategies and guidelines for building community involvement. In the second year the program is introduced to schools through trainings with staff conducted by the leadership team. In the third year the leadership team introduces the staff to four classroom and schoolwide strategies based on the Caring School Community program (used with permission). At the classroom level CHARACTERplus Way focuses on helping teachers to create classroom environments in which students feel safe and where their opinions and concerns are taken seriously. The program makes instructional activities highly interactive and also emphasizes cooperative learning strategies. Students participate in meaningful conversations in order to develop positive class norms, work with others, engage in meaningful relationships, and feel connected to school. Teachers are also responsible for implementing the character development activities developed by the leadership team, with input from the whole school community, across the curriculum. At the classroom and school level the program promotes a positive climate through activities such as pledges, mottoes, and codes of honor. Additional schoolwide strategies include providing students with opportunities to participate in school and district committees and to serve in leadership roles as peer role models, mentors, and advisors for classmates. CHARACTERplus Way resources include guidelines for organizing meetings with parents regarding their engagement in their child's school life and more generally about parenting practices. Also, an experiential learning component strengthens connections between classroom learning and the real world and encourages involvement of a broad range of community stakeholders. Implementation Support. CHARACTERplus Way employs a train- the- trainer model. Once the leadership team is identified, a required schoolwide or districtwide climate assessment survey is used to identify strengths, weaknesses, and areas for growth or improvement. The survey is repeated annually, and data are used to identify goals and drive program activities for the subsequent year. A three- day training for the leadership team includes a review of the survey results, development of an initial action plan based on those results, and training in the content and implementation of the program. Leadership training takes place either at the program's St. Louis headquarters, another central location, or onsite. Following the training, the leadership team goes back to the schools, where teachers, parents, and students vote on the schoolwide and communitywide character traits they want to prioritize. The leadership team then trains the staff in its school buildings. The first session, a three- hour orientation, is followed by six hours of customized training to integrate CHARACTERplus Way approaches throughout the school or district. The focus is on building student leadership and community engagement and implementing character and other agreed- upon goals across both the school and home settings. The program provides another 2. Networking is a strong emphasis of the program, as is coaching of the leadership team both on and offsite. Also, the leadership team attends regional and national trainings as part of the networking process. The program's detailed facilitator guide provides a core set of materials for networking, group training sessions, and the development of professional learning communities. Evidence of Effectiveness. Results of a 2. 01. CHARACTERplus Way. This evaluation was conducted on a sample of students in grades 8 and 1. Missouri public schools. Participants from schools that received the intervention reported better school climate and culture, had more prosocial behavior, and had higher rates of proficiency in Communication Arts (after four years of implementation), compared to students from control schools that did not receive the intervention, controlling for baseline differences in outcomes. CHARACTERplus Way is designated as promising because although the overall effects of the program evaluations are positive, there was one study in which outcomes favored the comparison group over the intervention group. The Character. Plus Way Missouri State- Wide Research. Unpublished research report. CASEL Designation: SELect Program Design. Consistency Management & Cooperative Discipline® (CMCD®) is a teacher training program designed to enhance students' social, emotional, and academic learning through the use of teaching practices.
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