Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions

Mindfulness ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 245-255 ◽  
Author(s):  
Summer S. Braun ◽  
Robert W. Roeser ◽  
Andrew J. Mashburn ◽  
Ellen Skinner
Keyword(s):  
Middle School ◽  
Occupational Health ◽  
Middle School Teachers ◽  
Well Being ◽  
School Teachers ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Health And Well Being

Classrooms Built for Belonging

2021 ◽  
pp. 132-147
Author(s):  
John Lando Carter ◽  
Joshua Charles Tipton
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Future Success ◽  
Teacher Student Interactions ◽  
The Right ◽  
Caring Teacher

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

scholarly journals Pedagogical Trends in Teaching Humanities in the Formation of Future Elementary School Teachers

2019 ◽  
Vol 22 (38) ◽  
pp. 1-16
Author(s):  
José Cifuentes-Medina ◽  
Jaime Torres-Ortiz ◽  
Ruby Espejo-Lozado
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Virtual Education ◽  
School Teachers ◽  
Student Interactions ◽  
Humanistic Education ◽  
Teacher Student ◽  
Educational Processes ◽  
Teacher Student Interactions ◽  
And Control

Introduction: This study presents the results of an investigation, which addressed trends in teaching humanities and ethics when training future elementary school teachers participating in a distance and virtual education program. Humanistic education is understood to be a way to develop human sensitivity towards cultural and social diversity in order to understand the world. Objective: Its purpose, among others, is to foster the development of humanism among students.  Current problems focus on the most basic and primitive behaviors of the human being, such as their ability to annihilate, reject, exclude, isolate, dominate and control others. Universities have interpreted these ideological conditions as the educational processes that fall within commercial and industrialized educational frameworks. Method: This study was then conducted as an ethnography, which utilized videos as a non-participant technique for observation and record of virtual activity, collected and analyzed through ATLAS-Ti. Results: The results show that the most common pedagogical trends emerge from teacher-student interactions, which are integrated through socio-constructive, cognitive and behavioral processes. Discussion y Conclusion: In particular, such experiences as the need to persist teaching values, ethical principles, and the teacher’s role in training and transmitting humanistic and ethical knowledge can be shared with the community.

Perceptions of Middle School Teachers on Technology Integration

2021 ◽  
pp. 16-32
Author(s):  
Inaya Jaafar ◽  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis.

Introduction to Volume 11: A Second Decade of Mathematics

2005 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Joe Zilliox
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
School Teachers ◽  
The Future ◽  
Teachers And Students ◽  
Editorial Decisions ◽  
Specific Interests

Volume 11 marks the beginning of a second decade for Mathematics Teaching in the Middle School (MTMS). The journal has continued to grow since NCTM initially responded to readers' concerns and developed a publication addressing the specific interests and needs of middle school teachers and students. This focus on teachers and students that guided editorial decisions throughout the first ten years will continue to influence the contents and quality of the journal into the future.

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