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The article discusses the rising importance of relationships in education and how technology can be utilized to support developmental relationships with students. Topics include the shift towards recognizing the significance of relationships in schools; the research on the impact of developmental relationships on students' social-emotional competencies and academic outcomes; and the use of technology like the Along platform to enhance teacher-student connections.

The article discusses students' need of more autonomy, flexibility, and control in post Covid-19 pandemic settings. Topics discussed include need of educators to provide students more autonomy in learning; role of sharing decision making power related to learning in a traditional teacher-directed classroom; and students control over their grades and time.

The article discusses about making time in schools for well-being of students and how to use the school schedule to support greater connection and balance. It focuses on the importance of supporting student and staff connection and giving them ample opportunities for voice, choice, and decision-making in schools. Also mentions ways to deepen connections and foster greater belonging between school staff and students in schools including designated lunch period, high-quality advisory programs.

The article discusses about stress and traumatic experiences that has taken a toll on teenager's mental health and well-being. It focuses on student-educational professionals' relationship and is supported by a survey which shows strong relationship with teachers at school helps develop resilience to help students withstand stressors. It also mentions significance of having "Culture of Safety," an environment that is physically and emotionally safe, predictable, and consistent, in schools.

In the article, the authors discuss the four myths on educational coaching and efficacy and how to address them. Also cited are how effective support by school leaders to teachers can result in positive changes in their classrooms, the importance of involving students simultaneously to improve classroom discussions, and how instructional coaching and teacher training can cultivate teacher efficacy.

In the article, the author discusses how to develop teachers' skills in culturally relevant teaching to improve teacher-student relationship. Also cited are some situations in U.S. schools where teachers lack the skills and confidence to manage students of color, and how an after-school professional learning community (PLC) effectively introduced strategies for educating minority students.

The article gives advice to educators on managing acting-out behavior of students. The need for teachers to respond to all acting-out behaviors with expressions of support is emphasized. It mentions the application of the National Association of School Psychologists guidance on identifying children for learning disabilities to behavioral disabilities. Also offered are tips to foster positive social emotions during learning including identifying students who have yet to master a lesson.

The author explores ways for educators and school leaders to implement fair discipline. He mentions the implication of disparities in the way African and white students are disciplined in the U.S. He emphasizes the need for school leaders to practice servanthood by educating students and motivating them to be better and by staying humble and offering compassionate discipline. He cites the importance of building a discipline system on healthy relationships, trust and respect.

The article discusses strategies for educators to practice and improve emotional intelligence skills to foster effective, equitable and compassionate discipline. It emphasizes the need for teachers to understand the relationship between stress and ability to use emotional intelligence in discipline. It identifies building self-awareness of emotions as the beginning of emotional intelligence maturity. Also cited is the benefit of calming one's emotions and awareness of the emotions of students.

The article provides insights for educators on teaching students how to apologize and forgive. It emphasizes the need for teachers to assess and acknowledge their role in escalating or de-escalating a situation with students who are argumentative. The benefit of focusing on the emotion of students instead of their words when they are yelling, crying or saying inappropriate things is mentioned. Also offered are tips on creating conditions for people to talk about things without feeling judged.

The article discusses a survey by the EdWeek Research Center, which found that teachers are less confident in their school and district leaders' emotional intelligence skills, particularly in conflict resolution, compared to the leaders' own perceptions.

In the article, the author discusses the importance of equitable curriculum to bolster the learning capacity of students. She cites the importance of valuing the students' culture and identity to help them in their learning by citing her own experiences with her math teacher during her elementary school years. Also cited is the importance of focusing on relevant curriculum to improve student learning.

In the article, the author discusses issues on the use of social-emotional learning (SEL) in child development and education. Also cited are the need for educators to be both culturally responsive and emotionally intelligent to become effective equity-centered teachers, and the move by some teachers to use SEL to penalize and police Black, indigenous, and people of color (BIPOC) students for their non-whiteness.

The article discusses how educators can support African American male students to help them thrive in the U.S. educational systems. Also cited are the need to use an equity-centered analysis to examine the mistakes of schools in dealing with minority school boys, the study on high-achieving Latino and African American high school students, and the issues of race and racism in education.

The article discusses the asset-based approach that educators may consider to help students with trauma. Topics explored include the way teachers may help concerned students recognize their skills and competencies that would help them overcome adversity, the need to encourage students to speak up in the classroom to build self-confidence, and the feelings of safety that educators need to foster in the midst of the coronavirus disease 2019 (COVID-19) pandemic.

The author discuses lessons that educators may learn from children that have experienced trauma. Topics explored include the acknowledgment of different manifestations of trauma, the response of children to predictable triggers of trauma, and the importance of demonstrating empathy to traumatic experiences of individuals.

The article discusses issues associated with expectation of students from the grading process. Topics discussed include grading policies and procedures analyzing the importance of the whole student, process of getting students to report their own learning, how remote learning make students more independent in both the way of learning and seeking information.

The article focuses on to build a culture of reading in secondary schools. It focuses on to provide minimum daily to read across the curriculum within the peaceful environment; and also mentions the importance of understanding students engagement with teachers to talk about ideas presented in books.

The article highlights the requirement of educators to give black students opportunities to cultivate strong reading identities. It focuses on to build a literacy community with students and also mentions sharing aspects of own reading lives for black youth who are often hungry for clues and resources.

The article offers tips for the news teachers for the classroom management. They includes being strict or gentle depending on the situation and temperament. Establishing, communicating, and practicing routine work and procedures and never say or do anything that can embarrass the student in front of peers regardless of what they do.

The article offers information related to the need for education leaders to help new teachers find the most effective instructional strategies. Topics discussed include task of teachers to keep students productively engaged in a structured learning environment; strategies of leaders to remember from their student-teaching experience, and professional development workshops; and suggestions for teachers to help them chart a more successful course.

The article offers methods for the principals to support the new teachers and to gain the best of their services. They include, being in the classroom for the first day or two to make them understand the class and build trust with them, offering them mentors to help them to learn the school functioning and seek for help whenever needed. Providing the company and support of the positive groups of the schools to eliminate isolation and controlling negative outcomes.

The article discusses rules concerning student-teacher relationships and how they may prove to be obstacles in the development of individuality and resolve in teenagers, in addition to the damage rules may cause in relationships between students and teachers and school staff.

The author discusses the question of frank speech regarding racism in the classroom. He mentions the lack of value in admissions of racism by teachers, the impact of such speech on the relationship between teachers and students, and its impact on African American students.

The article reports that the Center of Excellence to Prepare Teachers of Children of Poverty at Francis Marion University aims to create a nationwide cohort of educators who specialize in teaching impoverished students. Topics include information on professional development sessions with in-service teachers, focusing on strategies for serving students living in poverty, based on brain science; and the center offers certification programs, online resources, and programs for school leaders.

The article presents five strategies for improving student-teacher collaboration and teacher effectiveness through the use of technology. Topics mentioned include getting students to create their own academic vocabulary instruction video, using the Kaizena app to provide oral feedback on students' written work, and building an online professional learning network via social media.

The article discusses the differences between teacher burnout and demoralization among teachers. It examines the moral dilemmas facing teachers, demoralization arising from failing to meet students' needs because of curriculum demands, pressure from school leaders, and the rise of fast-track teacher licensing. It also discusses various remedies to demoralization.

This article discusses the role of the teacher in working with students with mental illness. The author comments on his own experiences as a teacher and examines the importance of the support of teachers, including providing educators with resources and strategies for dealing with such students. He also emphasizing taking time for self-care.

This article discusses the role of the teacher in responding to students who have faced and are dealing with trauma, with a focus on kindergarten through 12th grade. The author comments on the importance of recognizing trauma as part of educating for the whole child. She also offers methods for reaching out to students, drawing on her own personal experiences.

This article discusses the prevalence of mental illness among students. The author comments on her experience as a teacher dealing with students with mental illness and emphasizes the importance of professional training for teachers to recognize and help such students. The role of the classroom and school environment in the mental health of students is also explored.

This article discusses the role of teachers in the recognition and the response to substance abuse in schools, with a particular focus on opioids. The authors comment on the efficacy of school drug policies and emphasize the importance of strong teacher, student, and parent relations. The need for emotional support is also examined.

The article discusses the claim that teachers and school administrators need to respect the wisdom of parents and educators in order to best serve students with with autism spectrum disorder and other special needs, and it mentions how many autistic children deal with anxiety, limited social skills, and executive dysfunction. Consistency, communication, and continuity are addressed in relation to collaborations between teachers, parents, and schools.

The article discusses how teachers and schools in America can support students and their immigrant families as of 2017, and it mentions the uncertainty that is associated with U.S. immigration policies, as well as information about students' fears and teacher-student relationships. Education for children of undocumented immigrants is examined, along with school bullying, the harassment of immigrant students, and the building of trusting relationships with students' families.

The article discusses teacher collaboration in relation to the author's views about designing a community of shared learning in the field of education. The lessons that teachers can learn by observing fellow educators in classroom settings are examined, along with the benefits of watching teachers make real-time decisions in response to their students. The Teachers in Classrooms Getting Connected learning program is also assessed.

The article reports on a Palestinian study showing that flipped classroom education can bolster the thinking skills of students. The study focused on four courses, including science, mathematics, and English. Also cited is how flipped learning can enhance the interpersonal relationships between teachers and students.

The article features the freed downloadable playbook launched by the Constructive Dialogue Institute for teachers to support them on topics like how to improve student discussions with increasing awareness of the classroom as a potentially politically charged space. Also cited are the recommended five practices for teachers like co-creating classroom norms with students and modelling and practicing nonjudgmental questions to bolster discussion and trigger curiosity.

The article discusses what is referred to as the restorative approach for improving U.S. teacher-student relations and school discipline practices following problematic student behavior, including in regard to decreasing the inequity in school punishment. The role that the restorative approach plays in decreasing student suspensions is discussed.

The article discusses racism in U.S. schools, including in regard to having conversations about racism and racism towards Muslims and African American students. The author suggests that U.S. teachers have conversations with their students about equity in the country, including increasing awareness about other racial groups.

The article presents challenges for teachers in building and managing healthy relationships with students who have Attention Deficit Hyperactivity Disorder (ADHD). Topics include reference to positive impact of authentic comment from a teacher, strategy of solicitation for the needs of the student as well as sharing of stories about personal struggles. Also mentioned are arrangement of deals to change behaviors, limitation of negativity and lost temper avoidance.

The article presents suggestions to teachers on how to engage children with trauma histories. Topics include training of teachers to view children's difficult behaviors through a trauma-sensitive perspective, promotion of resilience with trauma-related behaviors as well as U.S. national database statistics on school-age children trauma cases. Also mentioned are Adverse Childhood Experiences Study data and child maltreament cases from the U.S. Department of Health and Human Services.

The article presents suggestions to teachers on how to build healthy relationships with Black and Latino students to realize success. Topics include reference to negative statistical reputation such as unemployment or high dropout rates, associated cycle of failures as well as data on black male students in special education programs. Also mentioned are minority integration movements, general education diploma (GED) and the importance of teachers' transparency with students.

The article emphasizes the importance for teachers to show sincere care to students to realize positive learning outcomes. Topics include reference to former stint in the food service environment, usual praise for students' intellectual performance as well as disappointments with failures to keep up with challenging tasks. Also mentioned are the need to make classrooms as safe spaces, establishment of discipline with sustained consistency and sound professional judgment.

Interviews with 2016 Teachers of the Year awardees are presented. Jahanna Hayes, 2016 National Teacher of the Year and history teacher at John F. Kennedy High School in Waterbury, Connecticut, discusses the importance of community service and why more minority teachers are needed in schools. When asked how educators can fight racism and segregation, Nathan Gibbs-Bowling, 2016 Washington Teacher of the Year, comments that educators can be model of the values that they expect of their students.

The article discusses how to be a change agent in the lives of schoolchildren by adopting the method of showing unconditional positive regard to every single student, a technique that seems simple but requires deep empathy. Topics include humans being much emotional creatures as cognitive ones and learning being transactional. Also mentioned are practices for teacher to express unconditional positive regards, such as to make the effort to enjoy every student and to give options for assessments.

The article discusses a mentoring program at the Health Sciences High and Middle College in San Diego, California. A link to a video showing a mentoring session with a Health Sciences High student available at www.ascd.org/el0518fisherfrey is also provided. The reason behind why the program was created and the mentoring of students by school employees is mentioned.