triptico en ingles
Páginas: 4 (974 palabras)
Publicado: 2 de julio de 2013
SCHOOL COEXISTENCE
School life can be defined as the set of relationships that form the different actors involved in the school,
such as the family, students, faculty and staff.
Thiscoexistence is not stable, is the result of a dynamic group construction among all members of the school community, and is open to modification based on that relationship.
The quality of that livingdirectly affects the quality of learning.
This quality is built through ongoing interaction, dialogue, participation, activities and shared goals, consensus building and discipline.
VARIABLESINVOLVED IN COEXISTENCE SCHOOL: STUDENT TEACHERS AND FAMILY
Disruptive behavior in children is favored by a number of risk variables, which are classified into personal, family, school and environmental.There is a predisposition to a pattern of violent behavior due to the accumulation of these variables involved throughout its development, which will make it difficult to adapt to the social,school and family.
A variable would be familiar to emphasize exposure to family stressors such as separation, divorce, negative climate and adopting conflicting or inadequate educational styles thathinder the successful development of generating behavior problems and aggression in it, just as described in several studies.
FAMILY INVOLVEMENT IN SCHOOL COEXISTENCE
The family involvementwith the school is limited to attending meetings with the tutor or activities specified.
It is difficult to have low expectations that teachers with the socioeconomic status of families, such as theidea that low-income families are unable to assist, guide and reinforce learning their children.
Moreover, if there is a training and guidance by teachers towards families favor the students'learning, but these meetings are limited to commenting academic performance usually
low for the call is made to the family.
This call can not always perform as teachers are limited to the...
School life can be defined as the set of relationships that form the different actors involved in the school,
such as the family, students, faculty and staff.
Thiscoexistence is not stable, is the result of a dynamic group construction among all members of the school community, and is open to modification based on that relationship.
The quality of that livingdirectly affects the quality of learning.
This quality is built through ongoing interaction, dialogue, participation, activities and shared goals, consensus building and discipline.
VARIABLESINVOLVED IN COEXISTENCE SCHOOL: STUDENT TEACHERS AND FAMILY
Disruptive behavior in children is favored by a number of risk variables, which are classified into personal, family, school and environmental.There is a predisposition to a pattern of violent behavior due to the accumulation of these variables involved throughout its development, which will make it difficult to adapt to the social,school and family.
A variable would be familiar to emphasize exposure to family stressors such as separation, divorce, negative climate and adopting conflicting or inadequate educational styles thathinder the successful development of generating behavior problems and aggression in it, just as described in several studies.
FAMILY INVOLVEMENT IN SCHOOL COEXISTENCE
The family involvementwith the school is limited to attending meetings with the tutor or activities specified.
It is difficult to have low expectations that teachers with the socioeconomic status of families, such as theidea that low-income families are unable to assist, guide and reinforce learning their children.
Moreover, if there is a training and guidance by teachers towards families favor the students'learning, but these meetings are limited to commenting academic performance usually
low for the call is made to the family.
This call can not always perform as teachers are limited to the...
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