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Classroom Expectations

Guidelines for Success: the WD Way

            1.We live a commitment to excellence in everything we say and do.

            2. We attempt to do what is right even when no one is looking.

            3. We dedicate ourselves to serving others.

            4. We have the courage to trust, honor, and respect all who walk the halls of WD.

“Work Hard. Be Yourself. Do the Right Thing.”

Overall Classroom Rules

  1. Arrive on time with all materials (writing instrument, notebook, agenda, homework).
  2. Follow directions the first time they are given.
  3. Stay on task during work time.
  4. Do not speak when someone else is speaking to you.

Winners participate and strive to ACHIEVE.  The ACHIEVE approach will teach you exactly what you have to do in each type of classroom activity.  For now, just be aware that each activity below will include very specific information for you about how to be successful in this class.  ACHIEVE plans are posted in the classroom & BELOW (on webpage).

  • Lecture
  • Individual Work-time
  • Group/Partner Work-time
  • Labs/Experiments
  • Computer/Internet Work-time
  • Transitioning to Computers/LMC

Grades

Students will be graded on a total points system. Points will be given for quizzes, unit tests, projects, labs and daily work.

 

A

100-96%

 

B-

86-85%

 

D+

76-75%

A-

95-93%

C+

84-83%

D

74-72%

B+

92-91%

C

82-79%

D-

71-70%

B

90-87%

C-

78-77%

F

69% & under

 

Classroom Procedures

Starting Class:

Ø Students must be in the room and in their seat when the bell rings.

Ø Students should complete the task on the board quietly & independently.

Ø Students not in the room when the bell rings will be considered tardy and should proceed to Mrs. Surman’s room to complete their paperwork.  When a student returns to class they will enter quietly and will NOT disrupt the class.  This student will need to make arrangements with the instructor after class to make up the work they missed. 

 

Paper/Pencils:

Ø If you do not have a writing utensil, you may BORROW one from the cup at the “Assignment Completion Station.” DO NOT take any pens/pencils from the instructor's desk.

Ø If you need a piece of paper, either lined or unlined, you may use the paper located in the back corner of the room by the computers.

 

Assignments:

Ø Keep track of assignments in your Student Agenda.

Ø Check the class website for assignment due dates and information.

Ø Assignments should be turned into the appropriate basket in the “Assignment Completion Station.”

Ø Assignments will be returned within 2 days of being turned into the “Assignment Completion Station.”

 

Makeup Work:

Makeup Work is accepted ONLY if you show the instructor your stamp from the office. For an excused absence, you have days absent, plus 1 day to make up work.  For an unexcused absence, you only have the number of days absent to make up the work.  YOU are responsible for getting notes, make-up work and turning work in on time, as well as showing instructor the excused mark from the office in your agenda. See Agenda for definitions for excused absences.

 

Late Work:

Work must be turned in by the end of the hour that day for full points.  Work turned in 1 to 3 days late will receive a 10% reduction in total points.  Work turned in more than 3 days late will receive a 20% reduction in total points.                                                                   No late work will be accepted the last week of the term.

 

Ending Class:

Ø Students need to make sure that all supplies are returned to their appropriate spots in the classroom and that their area is clean.

Ø Students ARE NOT to line up at the door, they need to remain in their seats until the bell rings and the instructor dismisses them from class.

 

Cheating: NOT accepted!!

Refer to agenda. Anything that looks like cheating will be considered cheating. Cheating will result in a “0” on the assignment/quiz/test.  Plagiarism is considered cheating- cite your sources!

 

Food/Beverage: Food and drink is allowed in the room on non-lab days.

 

Electronics: Cell Phones are not a part of this classroom.  Leave your cell phones and other electronics in your locker or at home.  MP3 players are allowed during INDIVIDUAL WORK TIME only.

 

Dress:  Follow Student agenda. We will be working in labs or doing special activities so please dress safe and comfortable. (No jackets, purses, backpacks allowed in class).  You will need closed toed shoes for labs.

 

Passes: You will only be allowed three passes per term to leave the classroom during the scheduled classroom time. 

 

Behavior/Discipline: The instructor expects and demands proper behavior in this classroom, show respect for others and their property at all times.  As young adults, you are to act accordingly. See student agenda for school policy and expectations.

Students with disruptive behavior will not be able to participate in the class activity.  First you will be removed from the activity (either to your seat or another location).  If the behavior persists you will need to stay after class to discuss with the instructor the reasons behind your behavior.  If the behavior continues then you will be escorted to the office (with a referral).  The instructor does not tolerate students that disrupt the class activities and hinder other students’ learning.  Students will get zero for points on that missed activity. The instructor will contact guardians if the severity of your actions warrants or if you are disruptive on more than one occasion.

 

Communication with Parents: You are encouraged to show your weekly grade report to a parent or guardian each week.  The instructor will contact your parents/guardians through phone, mail or email if your grade is consistently below a “C” average or if she is concerned with any of your behavior or actions in class.

 

Help: The instructor is usually available in room 205 from 7:00-8:00 AM and 3:15- 5:00 PM most days for assistance. 

 

Activity

 

Lecture

Conversation:

Can students talk to each other?

If so, about what?

How many can be involved?

How long should conversations last?

Students cannot talk unless called on by the instructor.

Help:

How should students get questions answered during this activity?

How should students get the teacher’s attention?

Students should raise their hand & wait quietly to be called on

Can ask questions related to the topic that they do not understand

Integrity:

What is considered cheating/not cheating, plagiarism/not plagiarism, etc.? 

If a student gets behind in the notes, they can look at their neighbor’s paper or quietly ask the instructor to repeat or slow down.

Effort:

What behaviors would demonstrate active participation?

 

What behaviors would demonstrate a lack of participation?

Sit up, act interested, eyes should be on presenter/board/screen/notes, writing notes from board/screen into notebook/worksheet

 

Head on desk, sleeping, talking to another student, looking around the room, reading a book, working on other work not related

Value:

How would active participation be of benefit for students?

Lecture content will help students understand what is important in this class.  Lecture notes will help students prepare for test & complete assignments successfully

Efficiency:

What tips will increase student productivity?

Don’t forget to add oral comments made by the instructor to embellish notes.  Organize notebook into sections that are easy to find during tests/assignments.  Start new PowerPoint notes on new page.

 

Activity

 

Cooperative Group Work
Small Groups

Conversation:

Can students talk to each other?

If so, about what?

How many can be involved?

How long should conversations last?

Yes, but only about the assigned tasks or questions. Only talk to members of your group.  Conversation should last until task is complete or time is finished (watch the clock)

Help:

How should students get questions answered during this activity?

How should students get the teacher’s attention?

Try to answer questions in the group, do not as another group.  If the questions cannot be answered within the group, raise your hand and continue working until the instructor is able to answer your question

Integrity:

What is considered cheating/not cheating, plagiarism/not plagiarism, etc.? 

All members of the group should contribute to group work. Its not fair to the members of the group if one person does not participate.

Effort:

What behaviors would demonstrate active participation?

 

What behaviors would demonstrate a lack of participation?

Respectfully talking in the group, listening, recording responses, looking at source material, sitting up, making eye contact

 

Not talking, working on other assignments, not contributing, talking about topics not related to topic, talking to another group

Value:

How would active participation be of benefit for students?

Some tasks will have a graded component,  other tasks will provide information or processes that will help you succeed with other assignments/tests & will deepen your understanding of the content.

Efficiency:

What tips will increase student productivity?

Get going right away on the group tasks.  This will give you more time on the task and allow you to finish on time and with quality answers.

 

Activity

 

Independent Work Time

Individual Assignments

Conversation:

Can students talk to each other?

If so, about what?

How many can be involved?

How long should conversations last?

Only to get help on the assigned task.

1st quietly (Level 1) ask your immediate neighbor (last only 1 minute).  If the question cannot be answered, raise your hand and quietly wait to be called on. Continue working on another section, if possible, while waiting.

Help:

How should students get questions answered during this activity?

How should students get the teacher’s attention?

Ask another student nearby or instructor

Raise hand and continue working until instructor can come help

Integrity:

What is considered cheating/not cheating, plagiarism/not plagiarism, etc.? 

DO YOUR OWN WORK

You may ask your immediate neighbor for assistance, but you cannot copy someone else’s work.  Cite any sources (including instructor’s notes) used when creating a written paper or PowerPoint

Effort:

What behaviors would demonstrate active participation?

 

What behaviors would demonstrate a lack of participation?

Actively working on project/assignment at desk, getting up only to retrieve supplies, not talking to other students, eyes on own paper.

 

Not working on assignment, talking to other students about non-related topics, working on assignments for another class or project, walking around the classroom

Value:

How would active participation be of benefit for students?

Allows students to complete assigned task in class so that they will not have homework,  teacher’s help can improve assignments,  will help students understand what is important in the class and prepare for tests

Efficiency:

What tips will increase student productivity?

Get to work immediately to ensure you have enough time to complete the assignment.  Stay on task and complete assignment in detail

 

Activity

 

Computer Work Time

Internet Work Time

Conversation:

Can students talk to each other?

If so, about what?

How many can be involved?

How long should conversations last?

Only to get help on the assigned task.

1st quietly (Level 1) ask your immediate neighbor (last only 1 minute).  If the question cannot be answered, raise your hand and quietly wait to be called on. Continue working on another section, if possible, while waiting.

Help:

How should students get questions answered during this activity?

How should students get the teacher’s attention?

Ask another student nearby or instructor

Raise hand

Integrity:

What is considered cheating/not cheating, plagiarism/not plagiarism, etc.? 

DO YOUR OWN WORK

You may ask your immediate neighbor for assistance, but you cannot copy someone else’s work.  Cite any sources (including instructor’s notes) used when creating a written paper or PowerPoint

Effort:

What behaviors would demonstrate active participation?

What behaviors would demonstrate a lack of participation?

Actively working on project/assignment on computer, only on website related to assignment, getting up only to retrieve supplies, not talking to other students, eyes on own computer screen/worksheet.

 

Not working on assignment, talking to other students about non-related topics, working on assignments for another class or project, playing games or on sites not related to project, walking around

Value:

How would active participation be of benefit for students?

Allows students to complete assigned task in class so that they will not have homework,  teacher’s help can improve assignments,  will help students understand what is important in the class and prepare for tests

Efficiency:

What tips will increase student productivity?

Get to work immediately to ensure you have enough time to complete the assignment.  Stay on task and complete assignment in detail.  (Science Computer Lab- sign into the green binder)

 

Activity                Laboratory work

Conversation              Yes – with lab partner in a Level 1 or 2 throughout the duration of lab.  Talk with lab partner or teacher only unless an emergency situation arises.

Help                      Ask lab partner or instructor.  Raise hand to get attention, but continue to work with partner until teacher arrives.  If emergency, raise voice to call for teacher

Integrity               Work with lab partner on post-lab analysis.  Answers should be in your own thought.  Answers to lab partner’s questions should not be identical to yours.

Effort                    What behaviors demonstrate active participation? Prepared for lab with it pre-read, written in notebook, and questions about procedure asked prior to lab.  After lab activity, partners should continue to work on analysis.

What behaviors demonstrate a lack of participation?  No prepared for lab.  Wanting to go to locker to get items needed for lab.

Value                    Actively participating in lab activity and its analysis.  Students should be able to apply lessons taught into actual laboratory situation.

Efficiency             Stay on task with partner(s).  Actively participate in order to understand content of the lab and its applications.

 

 

Transition: MOVING TO COMPUTERS/COMPUTER LAB

Describe the transition.  What will be different after the transition?

Students will move from their individual desk to a computer, either in the Science Computer Lab or the Library Media Center (LMC).  Students will need to gather up the supplies needed (examples include notebook, writing instrument, worksheet, assignment, folder, agenda, student ID) and walk silently to the computer (Level 0).

How long should this transition require?  Be specific.

1-2 minutes

What behaviors would indicate a student is participating?

Student carries supplies and walks down the hallway without making any noise (Level 0).  Student walks calmly and does not run or stop anywhere along the way to the computer lab.  Student signs in the appropriate place and immediately completes the tasks for the assignment.

What behaviors would indicate a student is not participating in this transition?

Student does not bring supplies to the computer lab.  Student runs down the hallway.  Student is talking to other students.  Student stops by locker, bathroom, or water fountain.  Student does not sign into the computer immediately; instead he/she is talking to other students in the computer lab.  Student logs into computer but does not follow direction on assignment, starts “surfing” the web on unapproved or unrelated websites.

 

Transition: BEGINNING OF CLASS (After bell rings)

Describe the transition.  What will be different after the transition?

Students will move from the hallway, or another location in the room, to their desk.  Students should be in their desk within 15 seconds after the bell rings.  There will be an assignment written on the board, or a worksheet on the front table (students will need to pick up immediately) that students should complete as soon as they are seated.  Students should have their supplies for class (writing utensil, notebook, Student Agenda).

How long should this transition require?  Be specific.

15 seconds

 What behaviors would indicate a student is participating?

Students are quietly working, sitting in their desk, on the assignment on the board.  The student has a writing utensil and notebook or worksheet on their desk.  Student is writing answers on their paper or actively thinking about the answer.

What behaviors would indicate a student is not participating in this transition?

Student is not in their seat. Student does not have a writing utensil, notebook or worksheet on their desk. Student is taking to another student or has their head on their desk. 

 

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