Lyme Student’s Book 1 Pe MR Me CCL eC Attitiide Student’s Book 1 Kate Fuscoe Barbara Garside Luke Prodromou Cee ty Unit 1 Meeting and greeting Language Development Grammar Vocabulary Pronunciation Lesson 1 Hello there! Documents Similar To Attitude 1 Student's Book. Att 1 Workbook. Uploaded by. Socorro Sánchez · Attitude 5 Student's Uploaded by. Saandy GC · Attitude Activity Book 1 - Macmillan. Uploaded by. Pronunciation. Grammar. Student 's Book Contents. Unit 1. Meetings and greetings. Lesson 1 .. challenges, and reflective activities, Attitude engages students.

Attitude Students Book 1

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Macmillan - Attitude 1 - (Student's Book, Class CDs, Workbook & Workbook CD). Author: Kate Fuscoe, Barbara Garside and Luke Prodromou Publisher. Macmillan - Attitude 3 Student's Book [ MB] Macmillan Macmillan - Attitude Test Package Levels Full [ MB]. Ensuring that students have a positive attitude to learning is the key to their success. Through a Attitude engages students in a learning experience that is both meaningful and relevant to their current reality. Develop with Edición: 1,

Let them try for a while—they might actually be able to do it—but give them a small mound of salt to balance the egg in if they are struggling for too long.

If you use the salt, remind them that this is an important thing to remember: sometimes things that seem impossible actually are possible when you think outside the box! Have the players make a list of things that they feel make life worth living or, for younger children, things that make them smile.

Once everyone has a list ready, send them off on a scavenger hunt to collect as many items on the list as possible. As a bonus, it will also help you boost your creative thinking in addition to your positive thinking.

To read more about these games, click here. For Children There are even more games and activities to help children develop a positive mindset. Big Life Journal has a great infographic that lists the ways you can help children develop a positive attitude. May you feel happy.

May you feel healthy. May you live with ease. Encourage your child to set goals, visualize their path forward, and plan for obstacles before they come face-to-face with them this is the WOOP approach: Wish, Outcome, Obstacle, Plan.

Share your own positive experiences with your child. Laugh with them, hug them, and set aside quality time to simply be together. I am enough. I am loving. I am good. Every week, choose a positive quote to share with your kids and encourage them to write it down along with their thoughts, drawings that correspond to the quote, or insights from a family discussion or activities based on the quote.

Your children can keep a journal of their successes to look back on and draw inspiration from. Create Warm Fuzzy Jars for each of your children; whenever they do something kind or helpful, they can place a pom-pom ball in their jar to represent the warm fuzzy feeling they gave to another person.

When their jar is full, they get to choose a special or fun activity to do—with either parent, both parents, their sibling, or the whole family. Write Morning Love Notes sweet notes for them to read in the morning and get a good start to their day for your children, and encourage them to write them for their siblings.

Choose an Act of Kindness to help your kids understand the impact a simple kindness can have. Creating art that helps them to manage their feelings and turn their mind towards the positive more info here. Have each family member create a Slinky Character Trait Person. Encourage each family member to identify some positive character traits in each other and write them on the slinky person. You can find more detailed instructions here.

Help each child make a vision board to share their hopes, dreams, goals, and aspirations with each other. Complete the Buggy and Buddy motivational art activity to help your children boost their creative confidence and self-esteem. Make gratitude stones and encourage your children to practice gratitude every day. Tell your children to carry them around and use them as a reminder to think about the things they are grateful for.

You can also use them in other ways, detailed here. One effective technique is completing worksheets designed to help you develop a positive mindset. A few of the many worksheets on this topic are described below. Strengths Exploration Becoming more positive can start with a fun and uplifting exercise—identifying your strengths.

This worksheet lists 36 individual strengths, with room to add 4 more, that you can use to pick out which strengths you embody. You can choose as many as you like, but try to keep the list to those traits that you think are your biggest strengths. Once you have your strengths identified, move on to the rest of the worksheet: learning about your strengths in specific areas, how you apply them now, and how you can use them more often.

The second page concerns your relationships— romantic relationships , family relationships, and relationships with friends. There are three questions to guide you here: List the strengths you possess that help you in your relationships. Describe a specific time your strengths were able to help you in a relationship. Describe two new ways you could use your strengths in relationships. On the third page, you will answer the same questions but with your profession in mind instead of relationships.

The fourth page repeats these questions but with a focus on personal fulfillment hobbies, interests, pleasurable activities. You can find this worksheet here. Gratitude Journal Cultivating a regular practice of gratitude will help you to become more positive, and this worksheet will guide you in establishing your practice.

This could be a person, a job, a great meal with friends, or anything else that comes to mind.

Expect each entry to take between minutes. To help get you started, you can use one of the journaling prompts listed in the worksheet, including: Someone whose company I enjoy… A fun experience I had… A reason to be excited about the future… An unexpected good thing that happened… The next two pages provide you space to write up to four entries.

Click here to download this worksheet. Positive Journal Similar to the gratitude journal, a positive journal is an effective way to use journaling to improve your mindset.

The worksheet encourages you to make a point of recognizing positive experiences throughout your day, however big or small. At the end of each day, use the worksheet to record three positive things that happened.

Chapter 1. The Attitude of the Leader

Click here to read the instructions in more detail. Protective Factors The Protective Factors worksheet will get you thinking about all of the positive traits, attributes, and skills that contribute to your resilience and overall mental health.

It is the group dynamic in such meetings that generates a sense of acceptance among members: The orientation of the meeting is always positive—that is, toward a solution rather than toward fault finding. Obviously, many problems do not have a single answer. For example, in the case of coping with a bully, the solution is often in the class discussion itself Joyce and Weil , p.

Feeling accepted is an important aspect of a positive learning climate. The formal and informal techniques described above can help teachers create this environment. Comfort as described here refers to physical comfort.

A student's sense of physical comfort in the classroom is affected by such factors as room temperature, the arrangement of furniture, and the amount of physical activity permitted during the school day. Researchers investigating learning styles have found that students define physical comfort in different ways Carbo, Dunn, and Dunn ; McCarthy , Some prefer a noise-free room; others prefer music in the air; some prefer a neat, clutter-free space; others feel more comfortable surrounded by their work-in-progress.

To accommodate such diversity, many learning-style theorists suggest that students work together to develop group standards for the physical environment of the classroom.

For example, as a group, students can decide: How to arrange desks and other furniture. When to take breaks and what kind of breaks they will be. What to display on the bulletin boards and walls. Presumably, allowing students to make these kinds of decisions keeps in check the teacher's natural tendency to organize the physical environment in a manner that is comfortable for her but not necessarily for her students.

Another important aspect of a sense of comfort is the affective tone of the classroom. Research by Mandler and others Santostefano indicates that a positive affective tone is generally conducive to learning.

Most teachers foster a positive affective tone by capitalizing on the lighter side of instruction and even building levity into their daily routine.

In retrospect, I saw that I had learned a great deal and had fun doing it. Until recently, little attention has been paid to the importance of positive affect in teaching, but the clinical work of Roger Mills and his colleagues Mills ; Mills, Dunham, and Alpert has illustrated its central role in learning.

Basically, Mills asserts that our affective state at any point in time colors our cognition and behavior.

Chapter 2. Dimension 1: Positive Attitudes and Perceptions About Learning

The highest affective state is joy or happiness, and Mills asserts that teachers should overtly attempt to bring about this state whenever possible. Teachers who have for years used humor as a part of their instructional repertoire can take pleasure in knowing that they have been capitalizing on a basic principle of human behavior to enhance student learning.

Order refers to identifiable routines and guidelines for acceptable behavior in the class. Thanks to the research on classroom management Anderson, Evertson, and Emmer ; Emmer, Evertson, and Anderson , educators have clear directions on how to proceed. For example, we know that explicitly stated and reinforced rules and procedures create a climate conducive to learning.

If students don't know the parameters of behavior in a learning situation, the psychological environment can become chaotic. Rules and procedures are commonly established for the following: Beginning class Ending class Interruptions Instructional procedures Noninstructional procedures Grading procedures General conduct in the room or school Communication procedures. Order also refers to the perception that the learning environment is safe. Although Maslow established the importance of a sense of safety, it was probably the work of the late Ron Edmonds that made educators most aware of the importance of a perceived sense of safety in the learning process.

At a fairly global level, Edmonds noted that students must believe the school grounds are safe; that is, they must believe they can eat lunch in safety, use the lavatories in safety, walk home in safety, and so on. Students must also believe that they won't be victimized by other students in direct or indirect ways, and that if they are, teachers will immediately intervene. Unfortunately, breaches of safety frequently go unnoticed by teachers.

When he asked students to fill out an anonymous questionnaire about their perceptions of safety, however, he discovered that some students in his class were practicing what amounted to extortion—demanding payment for protection. In summary, teachers need to be aware that their simplest behaviors often determine whether students feel accepted—by both teachers and classmates.

And they need to be aware that they can adjust the physical environment of the classroom to make students feel more comfortable. Proficient learners believe that the tasks they are asked to perform have value, that they have a fairly clear understanding of what the tasks require, and that they have the resources necessary to complete the tasks. Teachers can use specific classroom techniques to bolster these beliefs. Of the beliefs listed above, the perceived value of tasks is probably the most important to the learner's success.

Current research and theory on motivation McCombs , ; Schunk indicate that learners are most motivated when they believe the tasks they're involved in are relevant to their personal goals. Glasser and Powers hypothesize that human beings operate from a hierarchical structure of needs and goals: From this perspective, working to develop a positive mental climate, discussed in the previous section, focuses on meeting students' psychological needs.

A growing body of research indicates that when students are working on goals they themselves have set, they are more motivated and efficient, and they achieve more than they do when working to meet goals set by the teacher Hom and Murphy , Schunk This research strongly implies that if educators expect students to be motivated to succeed at classroom tasks, they must somehow link those tasks to student goals.

Some powerful ways of doing this include allowing students to structure tasks around their interests, allowing students to control specific aspects of tasks, and tapping students' natural curiosity. Overtly gearing tasks to student interests is a simple matter of knowing what students are interested in and then linking tasks to their interests.

Morrow notes that within that body of research, the trend is toward identifying and capitalizing on student interests, especially within literature-based instructional approaches.

Allowing students to specify how tasks will be completed means that assigned tasks are relatively open-ended. For example, an English teacher might review the rules for using commas and then, as a practice activity, ask students to find examples of each rule in whatever kind of material they want to read.

A student interested in baseball might use the sports page. A student interested in music might use the written lyrics to popular songs, and so on. Capitalizing on the natural curiosity of students is another way of making tasks relevant. Human beings are naturally curious. For example, I once observed a teacher present students with some of the details of Hemingway's life before she asked them to read one of his short stories.

Behavior & Classroom Management Problem-Solver Blog Articles

Specifically, she described how Hemingway had established a counterintelligence organization called the Crook Factory to deal with the influx of German spies in Cuba and the presence of submarines off its coast during World War II. Students were fascinated by the account and their enthusiasm carried over into their reading of the story.

Fundamentally, if learners do not have a clear model of how a task will look when it is completed, their efforts to complete the task will often be ineffective. Educators like Hunter have provided teachers with strong guidelines about how to make tasks and expectations about tasks clear for students. In general, the guidelines suggest that teachers provide models of completed tasks. For example, following the Hunter guidelines, a language arts teacher who has asked students to write an essay might give students an example of a completed essay that illustrates all of the assigned criteria.

Obviously, students must perceive that they have the necessary materials, time, equipment, and so on, to complete a task. These are external resources. In fact, current research and theory in psychology indicate that learners commonly attribute success to any one of four causes Schunk ; Weiner , The first two of these, ability and effort, are key elements of motivation. Learners who believe they have the inner resources to successfully complete a task attribute their success to effort; there is no task they consider absolutely beyond their reach.

Learners who believe they are good at some things but not so good at others attribute their success to ability; they perceive themselves as incapable of success at some tasks. In the classroom, teachers should continually reinforce the importance of effort and boost students' sense of their ability. Teachers might give powerful examples of how effort paid off in their own lives or in others'.

Assessment was done three times; before the first intervention before the book covers were distributed and before the videos were shown , after the second intervention after the first and second videos were shown and after the third intervention after the last videos were shown.

To assess street food safety attitude of the students we used questionnaires consisted of 22 questions using Likert Scale ranging from strongly agree, agree, somewhat disagree, and disagree.

The maximum score of street food attitude of the students was 88 and the minimum one was To assess street food safety practice i. The observation was conducted by means of following the students while downloading street food. The questionnaires consisted of 16 questions using scale of always, sometimes, and never.

The maximum score of food safety practice of the students was 48 and the minimum one was Assessment of food safety practice was conducted three times; before the first intervention before the book covers were distributed and before the videos were shown , after the second intervention after the first and second videos were shown and after the third intervention after the last videos were shown.

Statistical Analysis We performed Independent t and Mann Whitney tests to determine differences in street food safety knowledge, attitude, and practice between the control and intervention groups pre and post intervention. We used Logistic regression test to determine the influence of confounding variables on street food safety knowledge, attitude, and practice of the students. It showed that the students in the control group were mostly male, those were 61 students With only a few exceptions see Downer et al.

However, this goal likely will require substantial changes to teacher preparation programs and curriculum materials, as well as new policies around teacher recruitment, evaluation, and development. When we instead calculate teacher random effects without shrinkage by averaging student residuals to the teacher level i. Unconditional Estimates Emotional Support 0.

This is where you come in. While looking over the planning guide, she realizes that she can't attend to all these components in a single unit, so she lists the ones she will emphasize and the steps she will take to do so: Working Paper