Student Expectations:
Before Class/beginning of class
Enforcement of policies/procedures
Before Class/beginning of class
- Coming into class each day the students should make sure they have all required materials (see below section).
- As students walk into the classroom, they will check on the front board to see if any materials are listed that they need to pick up for the day, such as Google Chromebook, markers, scissors, etc. All those supplies are located on the supply table in the back of the room, and students will be expected to pick those up before heading to their seats.
- Each day the board will have a warm-up activity, usually in the form of a bell-ringer. Students are expected to come into the room, pick up materials and then begin the activity as soon as they sit down. Students who are messing around and do not complete the activity or those who are tardy and miss the bell-ringer will lose those participation points for the day.
- Daily required materials:
- Assignment notebook
- Social studies binder
- Social studies notebook/loose leaf paper
- Pen or pencil
- Assigned homework
- Students will be in charge of keeping an organized binder with all handouts over the course of the class. Throughout the year we will have sporadic binder checks to make sure important materials were saved.
- Classroom sets of markers, colored pencils, scissors, rulers, glue, and more will be provided for all students to use at the beginning of the year. However, if these supplies are misused or students misbehave as a result, that privilege will be taken away and students will be responsible for providing their own supplies for projects.
- All students are expected to participate in class daily.
- Participation in individual work, group work and whole class discussion will be based on whether the student is engaged and participating in a positive yet productive manner.
- Group work is based on whether all participants equally contribute to complete the assignment. Group work will be closely monitored y the teacher and students will always be given clear objectives.
- This class will feature a fair amount of written assignments. These will vary from warm-ups to informal checkpoint questions to essay tests at the end of a unit.
- Informal work will be mainly graded based on participation and effort. Meanwhile, students will be given a rubric and ample time to complete formal written assignments.
- Written assignments will vary in their format. Some will be typed using Google Classroom and Google Docs on their Chromebooks, while other times we will have pencil and paper assignments.
- All handwritten assignments are expected to have the following header in the upper left corner:
- First & Last Name
- Period #
- Date
- All electronic assignments should be saved as:
- Period #, Last name, First Name, Title
- Ex: 3, Leane, Mara, Unit 1 Essay
- Period #, Last name, First Name, Title
- All handwritten assignments are expected to have the following header in the upper left corner:
- End of Class/Wrap up
- Many days the students will have an exit-slip or some other final task for the day.
- To reduce congestion, students will be dismissed as groups to put supplies away at the end of class.
- Students are to remain in their seats until the teacher dismisses them to line up at the door.
Enforcement of policies/procedures
- Behavior in classroom
- Misbehavior will be addressed in the classroom first with a subtle shaking of the head to disapprove of a particular action or a verbal warning to stop the misbehavior.
- If these subtle signals are not enough to deter misbehavior, the classroom will follow the school’s behavior management policy in regards to offenses and notifications sent home.
- Directions
- Written directions will be provided for most assignments in the class, but especially all written assignments. Verbal directions will be given usually in conjunction with written directions, but they will always be given if no written directions are provided.
- Students are encouraged to ask questions when directions do not make sense. However, it is their responsibility to first read the directions themselves and then pay attention when the teacher gives verbal directions.
- If a student asks the teacher for clarification on a question that was previously addressed, he/she will be directed to ask a fellow classmate for help.
- Grading System
- Class grading scale:
- A 90-100
- B 80-89
- C 70-79
- D 60-69
- F <60
- Final grades within 0.5 of the next letter grade will be rounded up.
- Ex: 89.55 would be rounded up to a 90.0.
- Class grading scale:
- Evaluation of student work
- As stated before, all informal assignments will be graded mainly on effort and completion.
- Formal assignments will be graded based on a rubric, which will be provided when the project is assigned.
- Tests will be handed back to students within two days from test date.
- Projects and essays will be graded within one week of their due date.
- Informal assignments will usually just receive a √+, √, or √-.
- Formal assignments will receive constructive feedback.
Rationale
Student expectations:
The before class/beginning of class procedure is designed to serve several effective purposes. As Emmer and Evertson state, this activity is meant to help the students make a smooth transition from their last class and passing period into a new class (Emmer and Evertson 91). With the same routine each day, students will know exactly what is expected of them. The materials listed on the board are meant to coincide with the classroom arrangement. As the students walk in they can check to see if materials are needed. If they are, the students can head to the back of the room, pick up the supplies and then find their seats in a smooth pattern. The whole process and layout is designed to eliminate congestion. Once the students are in their desks, they know to begin working on the bell-ringer activity. This is helpful for several ways. For starters, it focuses the students from the minute they walk into the classroom. Secondly, it gives the teacher time to quickly take attendance, address students who missed class the previous day or handle other administrative tasks (Emmer and Evertson 73). Lastly, the bell-ringer activity is designed to grab the students’ attention and hopefully engage them in the topic they will be learning about that day.
The materials needed for class each day is based off my experiences in middle school and my early-field experiences. I am a big proponent of using an assignment notebook to write down homework assignments every day, and I think it is a major tool to success. By having binder checks throughout the school year, the goal is to encourage students to keep all their worksheets and handouts. The teacher would help the students set up their binders at the start of school and work with them as the year progresses.
The participation guidelines correspond pretty closely to what my cooperating teacher uses for his classroom. Students are expected to participate daily, but sometimes participation does not necessarily need to be consistently raising one’s hand to answer questions. If a student is engaged with the material and focused in class that is another form of participation. Additionally, as Emmer and Evertson claim, small-group work can be extremely important in a cooperative learning environment, but it is essential those groups are carefully monitored (Emmer and Evertson 94). The teacher will be sure to walk around and keep students on task, in addition to providing clear objectives and detailed steps and procedures that will keep students actively participating in their group work.
Written work is essential in a social studies classroom. However, their assignments are focused on writing to learn, not learning to write (CI 473, “Power of Writing to Learn” Lecture, 2/15/16, Mark Dressman). This means that while it is important that their writing be easily readable, the purpose of these assignments is not to focus on grammar or spelling errors. The goal is to use higher level thinking to synthesize ideas discussed in class and read about in sources. Informal, quick assignments are generally graded based on completion; however, if a student very clearly does not try or puts forth minimal effort, then not all points will not be awarded. The header on written assignments and format for electronic assignments is merely a technical request. My cooperating teacher uses Google Classroom frequently, but he said it gets overwhelming with students turning in so many assignments. This simple structure will hopefully reduce those administrative issues.
Procedures are needed to end class as well. As Emmer and Evertson mention, there are two matters of general concern for dismissing class, “getting students and the room ready for the end of the period and dismissing class” (Emmer and Evertson 36). The procedure where the teacher will dismiss groups to put supplies away is meant to not disrupt the flow of the class and cause any distracting congestion. The exit-slip type activity is also meant to mentally prepare the students for the end of class. They know when it is time for an exit-slip that they should make sure all desks are in the correct places in the room and it will be time to leave in a few minutes. Exit-slips also help the teacher by providing a formative assessment that can be used to determine where the lesson will begin the following day.
Teacher expectations:
The first level of managing classroom behavior follows along with Kounin’s Concepts for Managing Group Instruction. With the skill “smoothness” the teacher works to keep the lesson on track by avoiding distractions that draw students’ attention away from the focus of the lesson (Emmer and Evertson 98). By giving a subtle sign or a brief verbal warning, the teacher attempts to curtail misbehavior before it becomes a major distraction for the class. However, when that does not work, the teacher will have to follow the school’s behavior management procedure. This varies dramatically from school to school, so that is why I did not write down specifics. However, many involve warnings, students needing to leave the classroom, followed by an office referral and a notification sent home.
An important component for any assigned work is that “the teacher must communicate clearly the requirements and objectives of the students’ work and arrange for access to needed materials or resources” (Emmer and Evertson 93). This is why all formal assignments will have written directions. Students can constantly double check themselves while working on a project to ensure they are still following the directions. When verbal instructions are given students are responsible for paying attention. Verbal instructions will not be repeated because a student was not listening.
The grading system for this class has a typical grading scale. I personally would round up grades that are within 0.5% of the next letter grade, and if I do this for one student then I need to do it for all. So it makes sense to just include this policy to ensure there are no questions at the end of the semester. I know it is a frustration for many students when they take a test or turn in an essay and then do not get their grades back for a long time. As a result, my goal in turn-around time is listed in the policies. This might be adjusted after one year of teaching when I gain a better understanding of how much time it takes to grade. In terms of feedback, informal assignments are just graded for completion and will receive a √+, √, or √- usually. If the teacher is grading something and feels the need to write a comment, that will definitely happen. But for most informal assignments, like bell-ringers and exit-slips, just a check will suffice. Formal assignments, (tests, essays, projects, notes, etc.) require much more work and are worth more points, so constructive feedback is given. If a student is confused by a grade on an assignment or does not understand the feedback provided, he/she is encouraged to ask after class.
Student expectations:
The before class/beginning of class procedure is designed to serve several effective purposes. As Emmer and Evertson state, this activity is meant to help the students make a smooth transition from their last class and passing period into a new class (Emmer and Evertson 91). With the same routine each day, students will know exactly what is expected of them. The materials listed on the board are meant to coincide with the classroom arrangement. As the students walk in they can check to see if materials are needed. If they are, the students can head to the back of the room, pick up the supplies and then find their seats in a smooth pattern. The whole process and layout is designed to eliminate congestion. Once the students are in their desks, they know to begin working on the bell-ringer activity. This is helpful for several ways. For starters, it focuses the students from the minute they walk into the classroom. Secondly, it gives the teacher time to quickly take attendance, address students who missed class the previous day or handle other administrative tasks (Emmer and Evertson 73). Lastly, the bell-ringer activity is designed to grab the students’ attention and hopefully engage them in the topic they will be learning about that day.
The materials needed for class each day is based off my experiences in middle school and my early-field experiences. I am a big proponent of using an assignment notebook to write down homework assignments every day, and I think it is a major tool to success. By having binder checks throughout the school year, the goal is to encourage students to keep all their worksheets and handouts. The teacher would help the students set up their binders at the start of school and work with them as the year progresses.
The participation guidelines correspond pretty closely to what my cooperating teacher uses for his classroom. Students are expected to participate daily, but sometimes participation does not necessarily need to be consistently raising one’s hand to answer questions. If a student is engaged with the material and focused in class that is another form of participation. Additionally, as Emmer and Evertson claim, small-group work can be extremely important in a cooperative learning environment, but it is essential those groups are carefully monitored (Emmer and Evertson 94). The teacher will be sure to walk around and keep students on task, in addition to providing clear objectives and detailed steps and procedures that will keep students actively participating in their group work.
Written work is essential in a social studies classroom. However, their assignments are focused on writing to learn, not learning to write (CI 473, “Power of Writing to Learn” Lecture, 2/15/16, Mark Dressman). This means that while it is important that their writing be easily readable, the purpose of these assignments is not to focus on grammar or spelling errors. The goal is to use higher level thinking to synthesize ideas discussed in class and read about in sources. Informal, quick assignments are generally graded based on completion; however, if a student very clearly does not try or puts forth minimal effort, then not all points will not be awarded. The header on written assignments and format for electronic assignments is merely a technical request. My cooperating teacher uses Google Classroom frequently, but he said it gets overwhelming with students turning in so many assignments. This simple structure will hopefully reduce those administrative issues.
Procedures are needed to end class as well. As Emmer and Evertson mention, there are two matters of general concern for dismissing class, “getting students and the room ready for the end of the period and dismissing class” (Emmer and Evertson 36). The procedure where the teacher will dismiss groups to put supplies away is meant to not disrupt the flow of the class and cause any distracting congestion. The exit-slip type activity is also meant to mentally prepare the students for the end of class. They know when it is time for an exit-slip that they should make sure all desks are in the correct places in the room and it will be time to leave in a few minutes. Exit-slips also help the teacher by providing a formative assessment that can be used to determine where the lesson will begin the following day.
Teacher expectations:
The first level of managing classroom behavior follows along with Kounin’s Concepts for Managing Group Instruction. With the skill “smoothness” the teacher works to keep the lesson on track by avoiding distractions that draw students’ attention away from the focus of the lesson (Emmer and Evertson 98). By giving a subtle sign or a brief verbal warning, the teacher attempts to curtail misbehavior before it becomes a major distraction for the class. However, when that does not work, the teacher will have to follow the school’s behavior management procedure. This varies dramatically from school to school, so that is why I did not write down specifics. However, many involve warnings, students needing to leave the classroom, followed by an office referral and a notification sent home.
An important component for any assigned work is that “the teacher must communicate clearly the requirements and objectives of the students’ work and arrange for access to needed materials or resources” (Emmer and Evertson 93). This is why all formal assignments will have written directions. Students can constantly double check themselves while working on a project to ensure they are still following the directions. When verbal instructions are given students are responsible for paying attention. Verbal instructions will not be repeated because a student was not listening.
The grading system for this class has a typical grading scale. I personally would round up grades that are within 0.5% of the next letter grade, and if I do this for one student then I need to do it for all. So it makes sense to just include this policy to ensure there are no questions at the end of the semester. I know it is a frustration for many students when they take a test or turn in an essay and then do not get their grades back for a long time. As a result, my goal in turn-around time is listed in the policies. This might be adjusted after one year of teaching when I gain a better understanding of how much time it takes to grade. In terms of feedback, informal assignments are just graded for completion and will receive a √+, √, or √- usually. If the teacher is grading something and feels the need to write a comment, that will definitely happen. But for most informal assignments, like bell-ringers and exit-slips, just a check will suffice. Formal assignments, (tests, essays, projects, notes, etc.) require much more work and are worth more points, so constructive feedback is given. If a student is confused by a grade on an assignment or does not understand the feedback provided, he/she is encouraged to ask after class.