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Ben Bruni
2. Behavior Expectations
4. Classroom Motto
5. Classroom Arrangement
6. Classroom Rules
7. Hierarchy of Consequences
8. Motivational Stategies
9. Management Procedures
Philosophy of Management
I. The Grading System
a. Select a grading system- letter grades or numerical grades and measure for non-achievement outcomes.
b. Select types of evaluation measures- tests, written or oral reports, homework and projects.
c. Determine how grades will be assigned- Weight of grading system. A- 100-89.6 B- 89.5- 79.6 C- 79.5-69.6 D- 69.5-60 F-
59-0
d. Communicate grading system to students- Online grading and assignments posted promptly for the students to understand
and complete the work.
e. Design a gradebook- have a gradebook that fits your style of grading (online or on paper)
f. Report grades and communicate to parents- Use a system to report the grades and make sure accurate report cards are sent
out. Contact parents if the student is struggling or just not trying.
II. Assignments
a. Post assignments- both on the white board and online on (dashboard, canvas or blackboard)
b. State requirements and grading criteria for assignments- must fit within PA state standards of the course. Outlined on line if
any questions arise.
c. Long term assignments- Chunk it and check it
III. Work and Completion Requirements
a. Identify work requirements
i. Use of pen or pencil or laptop
ii. Headings on paper
iii. Writing on back of paper
iv. Neatness and legibility
b. Identify completion requirements
i. Due dates- on the syllabus and provided in class
ii. Late work- accepted up to a week late
iii. Incomplete work- no incomplete work is accepted
iv. Missed work- must communicate with each student and parents about work missed.
c. Make provisions for absent students and makeup work
i. Have and assignment folder
ii. Identify due date
iii. Select a place to pick up and drop off absent and makeup work
iv. Provide a regular time to assist students with makeup work- before class or school begins.
IV. Monitoring Progress and Completion of Assignments
a. Determine when and how to monitor in-class assignments- whether to grade them or not.
b. Determine when and how to monitor longer assignments, projects or works in progress- chunk and check in class ever long
assignment.
c. Determine when and how to monitor in-class oral participation or performance- simply call on the students.
d. Determine which activities will receive a grade and which will be used only for formative feedback for the student.
e. Select checking procedure that will be used in class…
i. Students exchange paper
ii. Marking and grading papers
iii. Turning in paper for teacher grade
V. Providing Feedback
a. Decide what kind of feedback will be provided to students, and when it will be provided- providing quick and meaningful
feedback to allow the students to know you care.
b. Determine what records students will keep concerning their progress- grade log of each assignment.
c. Select incentives and rewards
d. Record score in gradebook- Also online
e. Post selected Student work
Behavior Expectations
Expectations:
Pre-School Checklist
Beginning:
· Take Attendance- first thing in the morning
· Get Attention-
o Select a cue for getting student’s attention
o Do not begin until everyone is paying attention
o Remove distractions
· Provide Daily Review- review previously covered material, correction of homework, review of prior knowledge that is
relevant to the day’s lesson
· Establishing set- brief, get students excited to learn
o Get the student interested in what is to be taught during the lesson
o The set induction activity must be connected to the lesson
o Students must understand the material and/or activity
o The set induction and the content of the lesson should be related to the students’ lives or a previous lesson
· Introducing Lesson Objectives- clearly describe the purpose of the lesson, discuss the objectives, activities, and evaluation
process
· Distributing and Collecting Materials
· Giving Clear, Focused Directions- have no more than 3 student actions that are required for the activity, describe the
directions in order, clarify what type of product is expected, description of steps must be specific and brief, provide written and
oral directions.
Middle:
· Pacing the Lesson
o Develop awareness of your own teaching tempo
o Watch for nonverbal cues indicating that students are becoming puzzled or bored
o Break activities up into short segments
o Provide short breaks for lessons that last longer than 30 minutes
o Vary style as well as the content of the instruction
o Avoid interrupting the flow of the lesson with numerous stops and starts
o Avoid slowdowns that interfere with the pace of the lessons
o Provide a summary at the end of a lesson segment
· Providing Smooth Transitions
o Arrange the classroom for efficient movement
o Create and post a daily schedule and discuss any changes each morning
o Have material ready for the next lesson
o Do not relinquish students’ attention until you have given clear instructions for the following activity
o Do not do tasks that can be done by students
o Move around the room and attend to individual needs
o Provide students with simple, step-by-step directions
o Remind students of key procedures associated with the upcoming lesson
o Develop transition activities
· Being Task Oriented
· Ensuring Academic Learning Time
· Being Clear
· Exhibiting Enthusiasm
End:
· Providing Closure to Part of a Lesson
o Draw attention to the end of a lesson segment or the lesson itself
o Help organize student learning
o Consolidate or reinforce the major points
· Summarizing the Lesson
· Getting Ready to Leave
Classroom Motto
-How you do anything is how you do everything-
Marco Pecora
Classroom Arrangement
Classroom Rules
2. Come prepared, have notebook out, pencil sharpened and ready to learn when the bell
rings.
6. Absolutely no bullying.
7. DO YOUR WORK.
Hierarchy of Consequences
I. Prevention
Teacher Behavior Teacher Action
1. Withitness 1. Eye contact
2. Possess movement management 2. Stop talking (create silence)
3. Create active lesson plans 3. Proximity
4. Smooth transitions between activities 4. Call on student
5. Create caring relationships
II. Intervention
Teacher Behavior Teacher Action
1. Calm, firm, confident 3 Questions
2. Focus on behavior not the child 1. What are? (were) you doing?
3. Avoid hostile response (you) 2. What’s the rule?
4. Sandwich: begin and end on positive note 3. What should you be doing?
III. Penalty
Teacher Behavior Teacher Action
1. Impose Penalties 1. Expressions of disappointment
2. Teach problem solving strategies 2. Loss of privileges
3. Reestablish positive relationship ASAP 3. Time-Out: Exclusion from group
4. Delay actions until both are calm 4. Written reflections on problem
5. Detention
6. Contacting parents
7. Visit to Principal’s Office
Motivational Strategies
Management Procedures
Instructional Planning