Classroom Rules & Expectations
General Expectations
Classroom Procedures & Consequences
Behavior Mediation System (BMS)
Materials
Quizzes
Tests
Corrections & AfterTest
Homework Passes
AfterTest Rubric
General Expectations
I understand that people process information in a variety of ways. To facilitate diverse learning styles, there will be a wide assortment of structured learning activities in class and as homework. You will participate in group work, conduct labs and field studies, read, take notes, create visuals, take part in discussions, produce materials, play games, watch slide shows and video clips, analyze case studies, engage in creative writing and much, much more! Expect homework several times each week.
- Respect — for yourself, classmates, teacher, classroom property, & classroom environment
- Reliability — for following classroom rules, guidelines, and agreements at all times
- Responsibility — for being a responsible scholar at all times, coming to class prepared (with pencil, paper, and right attitude), & following classroom rules, guidelines and agreements at all times.
Classroom Procedures & Consequences
Additionally, the following classroom procedures are expected to be adhered to at all times:STARTING CLASS
Be in your assigned seat when the bell rings
Have needed materials out and ready before the bell rings
Complete the Entry Task in your Composition Book within the first five (5) minutesDURING THE LESSON
Be ready to participate
Raise your hand to speak or ask a question
Be respectful of the person speaking and the people listening
Stay in your assigned seatDURING WORK TIME
Work hard and try your best
If you have a question about a problem, ask your table partners first
If you still have a question, raise your hand and ask Mr. Brewer
Don't be afraid to ask for help
Keep the noise at a reasonable level
Use your science work time constructively
Stay in your assigned seatDURING TESTS AND QUIZZES
Work quietly until everyone is done
Keep your eyes on your own paper
If you have a question about the test/quiz, raise your hand to ask Mr. Brewer
Stay in your assigned seatENDING CLASS
Return all class materials (calculators, rulers, etc)
Personal clean-up and exit task stamping
When the bell rings, wait to be excused
Push in your chairFailure to comply with these stated rules and expectations will be enforced in the following manner:
1). Verbal Warning
2). In Class Consequence and Phone Call home
3). Assigned Detention and/or Bucket Duty and Phone Call home
4). Office Referral and Phone Call home.During the first week everyone received a copy of the Expectations, Roles & Classroom Management Plan and Science Safety Contract. This document was to returned for credit on Monday September, 10 2007. This document explains the rules that all students must follow during science laboratories and hands on investigations. Because it is imperative that our students are working in a safe environment, students and their parents/guardians must affirm their awareness and understanding of the rules and agree to support them by reading and signing this document.
Behavior Mediation System (BMS)
Behavior Mediation Sheet for Classroom Rules Violations —
Rules and Consequences Explained in ClassDirections: You were given this sheet because Mr. Brewer feels that one of your actions, , has prevented your class from being as productive and efficient as possible. Before continuing with your classwork, answer each question below. Then, when you are finished, raise your hand, and wait for Mr. Brewer to collect this sheet before continuing your classwork. When the bell rings, you need to stay to discuss the problem and a solution with Mr. Brewer (this conversation may need to be held at lunch or after school — no shows will be automatic detention).
BEHAVIOR MEDIATION SYSTEM (BMS) and CONSEQUENCES: CIRCLE THE ITEM THAT MATCHES YOUR BEHAVIOR!
Ø Think of this system as you would yellow and red cards in a soccer game: yellow is a cautionary offense, red is a detention offense; and two yellows equal a red (detention).
Yellow (Caution) Offenses:
q Unsporting behavior (not respecting classmates or teacher, bullying, etc.)
q Dissent by word or action (i.e. talking back to teacher, blurting, talk out)
q Persistent infringements of class rules after one or more warnings.Red (Detention) Offenses:
q Violent Conduct (i.e. punching, fighting, spitting, etc.)
q Offensive, insulting, or abusive language
q Receives a second caution within 5 consecutive school days (e.g. 1 week)
CLASSROOM RULES:
1. Respect all students' right to learn.
2. Respect others. Be kind with your words and actions.
3. Respect school and personal property.
4. Listen carefully.
5. Follow directions the first time.
6. Raise your hand for help or to speak.
7. Work quietly. Do not disturb others who are working.
8. Be in your seat working when the bell rings.
9. Follow all Team, School and District rules.
SPECIAL SCIENCE ROOM RULES:
1. Use special Science equipment carefully and correctly.
2. If you don't know how, ask!
3. Common sense rules prevail. Safety is paramount.
4. NO EATING OR DRINKING of ANYTHING in the classroom due to toxic chemical residue on tables and equipment that your hands will touch. THIS INCLUDES GUM. WASH your hands thoroughly
after
science
class.
5. Do
not waste supplies.
1. Why
do you think Mr. Brewer believes what you’ve done is a problem? How
have your actions kept the class from running as smoothly as possible?
2. What
do you think can be done to correct the situation so that it does not
happen again?
3. Do
you feel like Mr. Brewer is treating you unfairly? Are there
any special circumstances of which he may be unaware that justify your
actions?
Materials for and used In-Class:
Please bring the following to class everyday:
Required: One lined
composition book —100 pages (left in class) • 2-3
Pencils with erasers • Eckstein Planner •
Optional: 1-2
Blue or black pens • 1-2
Red pens for correcting • Colored markers (Fine
and bold are both useful.) • Box of 24 colored
pencils•
Quizzes
Quizzes are intended to test your ability and retention on classwork as well gauge how effective my instruction has been
All Quizzes are closed note (without notebook or class text)
You May NOT retake any quiz
If you score less than 100%, you must complete AfterTest
If you score less than 80% you must complete an AfterTest and do Corrections on all missed
Tests
All Tests are open note (with notebook only)
You may retake any test with a pass,
You must arrange on own time
If you score less than 100% you must complete an AfterTestAfterTest & Corrections (on a separate sheet of paper or emailed to me)
Correctionsi. Correct each problem that you got wrong in a different color pencil/pen. You must show all of the work. You may ask help of teacher, parents, fellow classmates and others, but YOU must understand how to do the problem.
ii. For each problem that you correct, explain what you did wrong in the first place.iii. For each problem that you correct, explain what you did to correct the problem.
i. Write about your performance on the test, pointing out one or two specific strengths and one or two specific weaknesses in your academic ability. Be sure to focus on the concepts rather than your test-taking skills, and identify those concepts using accurate terminology.
ii. As is the case with most tests, you probably prepared yourself to do some type of problem or exercise and did not show up on the test. Bummer! On your paper, demonstrate your understanding of a significant concept that was not included on the test by showing an example and working through it. (Do not simply copy an example from your book or notes, but make up a similar problem of your own.) Please explain your problem, strategy, and solution carefully so I am convinced of your understanding.
iii. You are possibly experiencing some "feelings" concerning the test you just got back. If you're like me, you may now realize that you "totally blew" a problem you should have been able to do, and wish you could do it over. Well, here's your chance. Please identify the problem you missed and show me that you really can do that problem correctly. Use your book and notes as needed, but try to do the work without the assistance of any other person—remember, you've chosen a test problem you believe you could have done. Be sure to show or explain all work (or thinking) necessary in arriving at the correct solution.
AfterTest/Corrections handed in within 1 week of day test is returned to students.
Not accepted if late, no pass can be used for redemption.
Student's grade will reflect test score & missed assignment.
Corrections will result in a test score of no more than 85%.
AfterTest will count as an additional assignment (ten (10) pts.).
AfterTest Scoring RubricThree (3) per student per Semester or Six (6) per student per Year
May redeem for:
Late homework; Test retake (must also complete AfterTest and Corrections); One time use bathroom/drinking fountain pass; or Extra Credit at the end of term and/or year
Earn additional passes by: Answering bonus questions & triviaHomework—
Completed in Notebook (unless otherwise specified) with clear title/date
Completed & Turned in on day due (be sure to turn the assignment in!)
Stamped/marked daily
Reviewed after every seven (7) assignments — assignment sheet
NOT accepted If late, except with pass
There are three questions on the AfterTest, designed to challenge you think about why you know what you know, how you know this knowledge. Below is a rubric for each question (#1 | #2 | #3), and sample responses.
¯ Spend some time looking over your quiz and/or test, and assess your performance by completing the following items.
¯ This assignment is due two days after it is returned to you.
¯ Please take time to seriously reflect on your work, and do your best to offer neatly organized responses.
¯ Each item is worth three points based on the following rubric. You receive one point for your name. There is a total of 10 points for this assignment.
3
¯ Academic strengths and weaknesses (one or two of each) explicitly addressed using accurate terminology & vocabulary. Identified strengths and weaknesses should accurately correspond to the unit objectives and student's actual unit performance (as opposed to general test-taking skills).
2
¯ Academic strengths and weaknesses incompletely or vaguely addressed or multiple items are inappropriately cited. The majority of stated strengths and/or weaknesses should correspond to the unit objectives and student's actual unit performance (as opposed to general test-taking skills).
1
¯ Academic strengths and weaknesses inadequately discussed, and cited strengths and/or weaknesses focus almost entirely on ideas unrelated to unit objectives of the test.
0
¯ No reply or academic strengths and weaknesses omitted altogether.
3
¯ Problem or exercise is appropriate to previous instruction and objectives. Procedure is thoroughly and correctly documented (problem, strategy, and solution).
2
¯ Problem or exercise is appropriate to previous instruction and objectives. Procedure is reasonably well documented with only minor, if any, errors (problem, strategy, and solution).
1
¯ Association of problem or exercise to previous instruction and objectives is questionable or the procedure is poorly and/or inaccurately documented (problem, strategy, and solution).
0
¯ No reply or problem neither associated with instruction nor correctly completed.
3
¯ Problem is thoroughly and correctly presented (this includes explanation of correction, documentation of procedure, and an accurate solution).
2
¯ Presentation of problem (explanation/documentation) is reasonably thorough and solution is correct.
1
¯ Presentation of problem (explanation/documentation) is poorly documented or solution is incorrect (ouch!).
0
¯ No reply or poorly documented incorrect solution.
AfterTest Science Sample Responses:
Item #1
My strength is name and roles of the all organelles of the cell, especially the nucleus, mitrochindria, chloroplast, enoplasmic reticulum, and walls (for evidence of stomates). One weakness that I have is that I am still confused betweeen the roles of the mitrochonria and chloroplast, and which types of cells have these organelles.
Scored 3 because it meets all requirements.
————————
Learning the organelles was hard for me. I need to study the cells more. I don't the names of the organelles.
Scored 1 because there is no mention of strengths/weaknesses.Item #2
I studied the role of the cell nucleus, and I know that the nucleus is essentially the "brain" of the cell, controlling the actions of all the other organelles.
Scored 2 because a test problem was not developed.
I know the organelle "endoplasmic reticulum"
Scored 0 because "endoplasmic reticulum" was on the test.Item #3
I can’t believe that I forgot the difference between “mitrochonria” and “chloroplast." I know that “mitrochondria” collects oxygen and produces waste carbon dioxide in animal cells. I know that “chloroplast” collects carbon dioxide and produces waste oxygen in plant cells.
In order to test this I would have the following question:
¬ In which cell would you find a mitrochondria and what is the role?
¬ In which cell would you find a chloroplast and what is the role?
answer: you would find the “mitrochondria” in animal cells because it collects oxygen and produces waste carbon dioxide .
You would find the “chloroplast” in plant cells because it collects carbon dioxide and produces waste oxygen .
Scored 3 because it meets all the requirements.
I blew the organelle “mitrochondria”. It makes oxygen.
Scored 0 because mitrochondria was on the test and a test problem was not developed.----
Adapted from Brown, Scott. (2005). "You Made it Through the Test; What about the Aftermath." Mathematics Teaching in the Middle School. Vol.11, No.2 September 2005. Pp. 68-73.