Goals for the Year
- Students will be able to communicate with better vocabulary and grammatical structures
- Students will have distinctly improved pronunciation
- Students will be able to express themselves better in writing, including a wider vocabulary, better spelling, and better grammatical structures
- Students will improve their employability (being places on time, getting assignments in on time, ethical use of technology, working well at individual and group goals, and exhibits professionalism in the areas of courtesy and appropriate language).
Behavior Expectations During Class
Classtime goes more smoothly if expectations are clear.
The first several weeks:
Expectations will be clarified and reviewed several times during the school year. Learn about rules and consequences. TRANSITIONS: moving from one
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Noise levels of talking:
0 – silence 1 – whisper (only for necessary things, like clarification in L1) 2 – soft conversation (when teacher is working with a small group) 3 – normal voices (when all students are working in groups or class-wide activities) 4 – presentational (project your voice so everyone in room can clearly hear you) 5 – outside (very loud) |
Transition - BEGINNING OF CLASS
Conversation: 0,1 from the moment the bell rings Help: stand book on corner of desk Activity: sit at desk and write in journal; put any homework on outside corner of desk for teacher to check. Teacher is taking roll & checking assignments. Movement: get journal from shelf before sitting down; return it to shelf during transition Participation: all students are quiet and writing Special considerations: Students may draw illustrations or make lists or graphic organizers as part of journal entry if it helps get meaning across. Write using the prompt given or your own choice. Writing is for meaning, without worrying too much about spelling or punctuation. Anyone who is late signs into the tardy binder, attaches the pass to the page, and quietly joins what is going on. |
Transition - END OF CLASS
Conversation: 2 Help: Activity: prepare to leave classroom. Movement: as needed Participation: Listen to announcements. Put unfinished assignments in homework folder. Check to make sure all returned assignments are in correct section of binder. Put finished assignments in class basket. Return all supplies. When ready, sit in your seat. You may exit when the bell rings. Special considerations: |
For consistent structure to make these behavior expectations easier to remember,
I use the CHAMPS acronym.
QUIZZES OR TESTS
(desks will be moved from clusters to stand individually) Conversation: 0 Help: stand book on corner of desk Activity: complete the assessment Movement: none until finished Participation: write on your test and look at no one else’s Special considerations: no electronic devices or notes visible anywhere. When students finish, take your paper to the class basket. Walk silently and take the most direct route. Return to desk and work silently on assignments, read, or write in your journal. No talking or moving until transition signal is given. Prepare before the test starts to have something handy to do afterward, as you cannot roam the room looking for something to do. |
Image URLs:
students entering class: http://blog.ccscambridge.org/myth-busting-charter-school-selectivity/
students in hallway:
http://www.candgnews.com/news/west-bloomfield-schools-lose-more-students-expected
cartoon teacher: http://younglearnersx.blogspot.com/2011/02/my-first-time-teaching-students.html
class discussion: http://igr.umich.edu/article/what-instructors-can-do-address-marginalization
student presentation: http://www.wells-school.com/wells-thong-lor/week-at-a-glance/
students taking test: http://intunemusicworkshop.blogspot.com/2011_12_01_archive.html
students entering class: http://blog.ccscambridge.org/myth-busting-charter-school-selectivity/
students in hallway:
http://www.candgnews.com/news/west-bloomfield-schools-lose-more-students-expected
cartoon teacher: http://younglearnersx.blogspot.com/2011/02/my-first-time-teaching-students.html
class discussion: http://igr.umich.edu/article/what-instructors-can-do-address-marginalization
student presentation: http://www.wells-school.com/wells-thong-lor/week-at-a-glance/
students taking test: http://intunemusicworkshop.blogspot.com/2011_12_01_archive.html