Teachers’ factors Sample Clauses

Teachers’ factors. There are several ways suggested in the literature on how it is possible to build positive teacher-student relationships. Firstly, it has been shown by several studies that respect is the main component of positive relationships in the school environment as well (e.g., Xxxxxxx, 1999; Xxxxxxxx, 2018). Fundamental to preserve respectful relationships is listening (Xxxxx, 2020; Xxxxxxx, 1999); that is why teachers should spend their time talking with their students and listening to them. Secondly, teachers and students should build immediacy in their relationships, which comprises certain verbal and non-verbal behaviors, both of which influence in a significant way the students‟ motivation to learn (Xxxxxxx & Xxxxxx, 2000). In regards to verbal immediacy, teachers are advised to call their students by names, take into account their opinions, and simply ask them about their lives. In terms of creating nonverbal immediacy, teachers should establish eye contact with their students, smile at them and adapt their intonation to the specific classroom situation (Xxxxxxx & Xxxxxx, 2000). A friendly attitude and a sense of humor might be also related to the ideas mentioned above, since teachers possessing them are able to build and xxxxxx positive relationships with their students (Xxxxxxx, 1999). This means that such slight efforts made by a teacher can contribute a lot to the quality of relationships between that teacher and his students. In addition, the way teachers organize and conduct their lessons play a role in establishing positive relationships with their students. In this regard, teachers should be able to educate their students in an engaging and efficient ways (Xxxxx, 1994; Xxxxx, 1990). In this case, students might feel more motivated to study and attend the lesson of that specific teacher. All those factors mentioned could be seen in the results of a qualitative research conducted in South Australia between 1997 and 2005 by Xxxxxxx (2008). The study was based on the interviews of 130 randomly selected students who reflected on the specific features that characterized the teachers who promoted students‟ willingness to study. The researcher found that being interested in students‟ lives, being a supportive person and a good teacher were the main factors that led to the students being supported in their learning process and positive relationships being eventually built up. In general, this suggests teachers who respect their students, build immediacy in th...
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Related to Teachers’ factors

  • Other Factors The Employer may provide for additional formal and informal evaluations as it shall determine to be necessary for the proper conduct of the educational program and the utilization of its employees. The evaluation opinions of the Employer shall not be subject to the Grievance Procedure if the procedures herein set forth have been followed.

  • Evaluation Factors The walkthrough(s), observation(s), and other components required by Ohio Rev. Code to be used in the teacher evaluation procedure

  • Mitigating Factors The Contractor had a Trafficking in Persons compliance plan or an awareness program at the time of the violation, was in compliance with the plan, and has taken appropriate remedial actions for the violation, that may include reparation to victims for such violations.

  • Mileage Measurement Where required, the mileage measurement for LIS rate elements is determined in the same manner as the mileage measurement for V&H methodology as outlined in NECA Tariff No. 4.

  • ADJUSTMENT FACTORS The Contractor will perform any or all Tasks in the Construction Task Catalog for the Unit Price appearing therein multiplied by the following Adjustment Factors. See the General Terms and Conditions for additional information.

  • Additional Factors 16. The Respondent has not previously been the subject of MFDA disciplinary proceedings.

  • SECONDARY FACTORS (a) The extent of control which, by agreement, COUNTY may exercise over the details of the work is slight rather than substantial; (b) CONTRACTOR is engaged in a distinct occupation or business; (c) In the locality, the work to be done by CONTRACTOR is usually done by a specialist without supervision, rather than under the direction of an employer; (d) The skill required in the particular occupation is substantial rather than slight; (e) The CONTRACTOR rather than the COUNTY supplies the instrumentalities, tools and work place; The length of time for which CONTRACTOR is engaged is of limited duration rather than indefinite; (g) The method of payment of CONTRACTOR is by the job rather than by the time; (h) The work is part of a special or permissive activity, program, or project, rather than part of the regular business of COUNTY; (i) CONTRACTOR and COUNTY believe they are creating an independent contractor relationship rather than an employee relationship; and The COUNTY conducts public business. It is recognized that it is not necessary that all secondary factors support creation of an independent contractor relationship, but rather that overall there are significant secondary factors which indicate that CONTRACTOR is an independent contractor. By their signatures to this Agreement, each of the undersigned certifies that it is his or her considered judgment that the CONTRACTOR engaged under this Agreement is in fact an independent contractor.

  • Power Factor The Power Producer shall maintain the Power Factor as per the prevailing GERC regulations and as may be stipulated / specified by GETCO from time to time. The Power Producer shall provide suitable protection devices, so that the Electric Generators could be isolated automatically when grid supply fails. Connectivity criteria like short circuit level (for switchgear), neutral Grounding, fault clearance time, current unbalance (including negative and zero sequence currents), limit of harmonics etc. shall be as per Grid Code.

  • Safety Orientation All employees shall be certified in Safety Orientation. Safety Orientation shall consist of three parts: PART 1 - the CODC Interactive Rights and Responsibilities course; PART 2 - the XXXX course or equivalent, and PART 3 - Employer or Owner Project Specific Training. It is the responsibility of each employee to hold current certification and maintain certification in part 1 and Part 2. The Employer or Owner shall provide to each Employee before commencing work with PART 3 - Employer or Owner Project Specific Training. Each Employee shall be on the payroll and paid while receiving PART 3 training. As a condition of employment it is the sole responsibility of each and every employee to obtain, hold and maintain all current certification(s) in any and all legislated safety training requirements (i.e. WHMIS, Fall Arrest, etc.) that are trade specific. Supporting documentation of all legislated training must be provided by the employee to the Union prior to dispatch and to the employer upon hire and may be further requested by the employer at any time during the duration of their employment. Prior to the expiration of any certification, the Employer will notify the Employee of the pending expiration and give the Employee reasonable time to renew their certification. Further, prior to arriving at site, employees shall hold current qualification(s) for the specific tasks and equipment identified in the dispatch request. If the employee has to be trained after dispatch, all costs borne by the Employer shall be reimbursed by the Training Fund. The CODC Harassment Policy and Procedures, including the provisions regarding General Harassment and as amended from time to time shall be the minimum standard of this Agreement.

  • Measurements and arithmetic conventions All measurements and calculations shall be in the metric system and calculations done to 2 (two) decimal places, with the third digit of 5 (five) or above being rounded up and below 5 (five) being rounded down.

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