To provide it is a skill that should be acquired and is largely dependent on our attitude towards our learners and their needs. It must always be constructive, never destructive or counterproductive. It is an excellent tool for successful teaching and learning. It is our most important opportunity to influence, shape, direct and improve the learning process
This article examines the consequences of a developing consensus on the science of learning and development, as presented in a recent research synthesis, for school and classroom practices. We synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning by situating the review in a developmental systems framework. We also look at studies on techniques that might help educators adapt to individual variability, deal with hardship, and build resilience so that all children can discover positive paths to adulthood in school.
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