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Watching a cat's natural behavior can teach children a lot about responsibility, too. It's every parent's goal to raise a self-reliant, dependable child, and your cat can be an excellent teacher and role model. In this article, we'll explore cats' natural behaviors and how caring for one can help instill a strong sense of responsibility in a child.
Benefits of a Class Pet. Social Skills: Interacting with a class pet helps children develop social skills. It can encourage more introverted children to participate in group activities and discussions about the pet. Empathy and Compassion: Children learn to recognize and respond to the needs of the pet, which can foster a greater sense of empathy.
Apr 16, 2024 · The cats’ gentle presence helps create a calm and conducive learning environment. Students can be overwhelmed by new situations and high-stakes tests. Touching a cat will decrease stress-related hormones such as cortisol and increase oxytocin, often called the ‘love hormone.’ Its release fosters feelings of trust and bonding.
Dec 13, 2022 · Moreover, pets in the classroom can also teach children about accountability. They become responsible for the pet's wellbeing and learn to take responsibility for their actions, such as forgetting to feed the pet or not cleaning its cage properly. Through the daily care of a pet, children learn that their actions have consequences, and they ...
- Overview of Data Analysis Plan
- Open-Ended Description
- Positive Versus Negative Pets’ Characterisations
- Prevalence of The Teacher’s Pet Phenomenon
- Opinions About Pets, Leaders, and Best Students
- Social Distance Towards The Pet, Leader, and Best Student
- Teacher’s Pet in The Classroom
The data gathered from the teacher’s pet questionnaire were analysed and discussed in four steps analogous to those proposed by Tal and Babad (1989) in the original paper. Therefore, in the first step, open-ended definitions were presented that were proposed by students and teachers. Moreover, respondents’ attitudes towards the teacher’s pet phenom...
The open-ended descriptions of pets (B1 item) were analysed by three judges using coding categories proposed by Tal and Babad (1989), i.e. (1) pets’ attributes, (2) pets’ behaviour toward teachers, (3) teachers’ behaviour toward pets, and (4) pets’ relations with classmates (Krippendorff’s alpha for the coding categories, respectively: .888, .934, ...
The attitude of respondents towards the teacher’s pet phenomenon was estimated by adding up the notes attributed to responses in terms of the four coding categories for open-ended descriptions (B1 item). Teachers created more positive definitions (M = .154; SD = .299) than students (M = −.078; SD = .291), t (2307) = 8.800; p < .001; Cohen’s d = .79...
Respondents’ beliefs about the prevalence of the teacher’s pet phenomenon at school were evaluated by means of two questions. One question was: “How many teachers have pets, in your opinion?” (B4 item), and the second was: “Try to remember whether there are in your class, or were in previous years, students you consider a teacher’s pet” (B8 item). ...
5.5.1 Traits of pet versus leader and good student
One open-ended question (B3 item) asked subjects to describe the attributes of a student who is the teacher’s pet. In all, 6703 descriptions were coded by the three judges who assigned 1/−1 value for positive/negative characteristics (Krippendorff’s alpha = .921). Of these, 61.6% were positive (e.g., helpful), 37.2% were negative (e.g., conceited), and 1.2% was ambiguous (e.g., sits in the front row). Respondents differed in how they perceived the features of the teacher’s pet. Again the desc...
5.5.2 Students who change teachers’ decisions
The respondents were asked to indicate a group of students, i.e., pets, leaders, or best students, whose representatives are most often sent to the teacher to influence his/her disadvantageous decisions concerning the aversive consequences of students’ misbehaviour occurring at school (B7 item). Students agreed that the best candidate for a mediator is a pet (61.3%), followed by the leader (25.4%), and the best student (11.5%). Teachers’ responses were distributed evenly; 36.7% indicated the...
Respondents were asked to appraise a social distance between the pet, leader, best student, and teachers/peers (C1-C3/D1-D3 items). A 3 (type of students: pets vs. leaders vs. best students) × 2 (rejected by teacher vs. students) ANOVA with repeated measures on both factors was used to evaluate the scope of pets’, leaders’, and best students’ rejec...
There were 21 questionnaire items (B6a–B6u items; Cronbach’s alpha = .736; in a teachers’ and students’ subgroup alpha = .725 and .732, respectively) concerned: academic achievements and social behaviour of pets at school, pets’ relationships with peers and teachers, and the consequences of the occurrence of the teacher’s pet phenomenon in the clas...
- Sławomir Trusz
- trusz@up.krakow.pl
- 2017
In 2021 the maximum penalty for cruelty offences (causing unnecessary suffering) was raised from six months to five years and/or an unlimited fine. Penalties for committing an act of cruelty, or failing to meet your cat's welfare needs, also include a ban from owning animals. The Act increases the minimum age that anyone can buy a cat or other ...
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Download our advice leaflet on cats living together. health. You have a responsibility to keep your cat happy and healthy. This means protecting them from pain, suffering, injury and disease. This could be through preventative treatments, such as vaccines, or making sure to keep up with regular check-ups at the vet.
