Effective Classroom Management Plan 2016-2017

Essential Features Teacher School

Matthew Bacon-Brenes

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Mt. Tabor Middle School

Grade/ Subject

7-8 JMP SS

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CLASS RULES AND EXPECTATIONS Mt. Tabor Middle School’s school climate plan of “Teamwork! Achieve! Be Safe! Organize! Respect! (T.A.B.O.R.) forms the basis for success in any classroom and are posted and referenced in my classroom as well. In addition, students and I discuss this plan and make additions as we see necessary.

Classroom Rules: The following rules were created with the dual-content context in mind, are written in Japanese on the bulletin board and referenced regularly during instruction:

1) Listen with your ears, eyes and mind (heart). 2) Use the Japanese language as much as possible. 3) When you don’t understand something ask. 4) Without complaining give it a try. 5) As much as possible attempt to abide by Japanese manners and customs when speaking the language.

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The following is a detailed description of the JMP Academic and Behavioral Policies TABORSAN ACADEMIC & BEHAVIORAL GUIDELINES

THE WAY WE GRADE In Taborsan, student work and performances are divided into two categories: effort and academic.

Effort work is critical in the development of skills, but does not necessarily represent what a learner can do on demand. An example of effort work would be kanji writing practice, grammar worksheets or reading a Japanese assignment out loud and answering questions about it. We view effort work as important in moving towards apprehension of learning and in developing solid study skills for the future. Effort scores are recorded in the online grade book (Synergy)using numbers. However, in class traditional Japanese markings of “hanamaru”, “maru”, “sankaku” and “batsu” are used. Scores for effort work are as follows: In Class

In Grade Book

Description

Exceeds expectations; work carefully done; 4 Hanamaru tremendous effort; turned in on time Meets all expectations; work is complete; solid effort; 3 maru turned in on time Meets some expectations; incomplete; effort needs 2 Sankaku greater attention; late Meets very few expectations; very little work done or 1 Batsu no work at all Unexcused late assignments will result in one effort grade lower.

*Academic work should reflect what level of understanding and ability a learner has reached based on learning goals established for each assignment. Growth in understanding and skill-level turns out best with great diligence seen in effort work. Scores for academic work are as follows: 4 EXCEEDING: Exceeds standards; demonstrates understanding/learning not expected 3 PROFICIENT: Meets all standards; benchmark; solid understanding 2 DEVELOPING: Working towards the benchmark but not quite there 1 DOES NOT MEET: Needs significant help to meet benchmark/No Evidence 2

Social Studies

Japanese Language

Written & Oral Performances 40% Quizzes, Smaller Assignments 25% Vocabulary related to SS 25% Effort 10%

Written & Oral Performances 40% Forms & Functions (Grammar)25% Kanji & Vocabulary 25% Effort 10%

*See back for detailed proficiency grading scale.

Proficiency-Based Grading Scale The Japanese Magnet Program at Mt. Tabor Middle School has used a standards-based grading system for nearly 19 years (Not the traditional A,B,C system). If a student reaches the expected standard/proficiency level, that student receives a score of 3 (benchmark). If the student exceeds that benchmark score of 3, the student can earn a 4. If a student is not able to demonstrate the expected understanding or skill, then the student would receive a 2. A score of “1” represents “no evidence”(i.e., work was off task, blank or not turned in). Taborsan will attempt to keep learners and their parents/guardians up to date on both a student’s EFFORT and ACADEMIC performance via Synergy, the online grade system employed by PPS. Please do check it regularly and let is know if something doesn’t quite make sense. First, however, please study the chart below to understand how students will be evaluated academically in Taborsan.

Score

Description EXCEEDING

EX

(Advanced, Above and Beyond)

(3.7-4.0)

PR

(2.7-3.6)

DV

(1.7-2.6)

DN

(0-1.6)

PROFICIENT

(Complete and Meeting Expectations)

Characterized by… Student accomplishes Level 3 AND goes beyond in some significant way, such as: ・Using relevant information not provided in class to elaborate on response. ・Accurate use of new vocabulary and kanji not previously presented in classroom studies. ・Written or oral presentation is at least one proficiency level above expectation. Student demonstrates understanding of written or spoken material and/or expresses himself/herself at the proficiency level expected. Assignment is complete and accurate for the most part.

DEVELOPING

Student demonstrates some understanding of written or spoken material but not at level of expectation. Written or oral expression is below expected proficiency level by one score. Assignment has some omissions or errors.

DOES NOT MEET

Student demonstrates little understanding of written or spoken material. Written or oral expression is below expected proficiency level by at least two scores. Assignment has many omissions or errors.

(Partially Correct and/or Partially Complete; Close but Not Meeting Expectations) (Mostly Incorrect and/or Mostly Incomplete; Not Close to Meeting Expectations)

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THE WAY WE THINK ABOUT HOMEWORK The Taborsan teachers see homework as an opportunity to strengthen and extend learning introduced in the classroom. In particular, practice with kanji, grammar and vocabulary can augment the performance at school and are learning that is done independently. Our weekly homework packets are also a way in which we hope to communicate to students and families about learning goals. So, we ask that students communicate with their parents about the homework and have parents sign once they have had that communication. Homework Amount and Issues District policy states that homework students should expect no more than one to one and a half hours per night total from all classes. If students or parents are noticing more, it is important that we collaborate in recognizing the cause of the problem. It is never appropriate that students are up until midnight working. Any of the following might explain the problem: ● ● ● ●

Student is not being efficient with time or not budgeting time well. Student needs to make up work due to absence or missed class. Student is spending more time on a project than the teachers are expecting. The teachers have mistakenly assigned too much homework at one time.

How to Help 1. If parents are aware that their children are having problems managing and organizing their time, we suggest checking the Wiki for each grade and Synergy, the PPS online grade book. Also, ask to see student’s planners. We provide class time to fill these out. Feel free to send questions and concerns via email. Set a regular time and a quiet place for homework. 2. If students miss work due to absence, they have as many days as they were absent plus one day to make up work. If more time is needed, it is their responsibility to negotiate the additional time. 3. Some projects are open-ended. We recognize that ambitious students can be tempted to spend much more time than we expect. While we appreciate the work ethic and determination, we are cautious about this. Family time, outside activities, and hobbies are also very important and encouraged. We encourage a healthy balance of all of these. 4. If students are working more than an hour and a half a night on homework, we need your help. The problem may be with our planning. Though teachers communicate regularly about assignments, exact calculations are difficult. Please contact us if you realize that students are spending more than an hour and a half per night. E-mail us or send us a note. The feedback will help us to improve our planning. Late Work and Below-Benchmark Work We are keenly interested in each student’s academic success. We are aware that learners may need additional 4

time and/or a second chance to make understanding. We are also aware that many students need to develop work habits and individual responsibility. So, in general, below is our policy in regards to late work and below-benchmark work:

Late Work: There are two ways to receive a ‘notice’ about late work or missing work. First, if you see a “1” in Synergy, this indicates that there is “no evidence” for this assignment – it isn’t turned in. Usually a “1” is accompanied by a “missing” comment. Second, for larger academic assignments, students are expected to complete and submit a “Latework Slip” when handing in an assignment late. On that slip, students check why they are turning in their work late and must have a parent signature. These slips, we hope, help to communicate home that there may be an issue with completing work on time. Redo’s: Academic work (e.g. quizzes, scored essays, etc.) may be redone if below benchmark, and, in the case of quizzes and tests, the student must arrange a time that is convenient for the teacher. Advisory is our strongest recommendation for redo’s. IMPORTANT: Students who redo assignments, quizzes or tests will receive the score of the redo as their final score. Please prepare yourself properly for redo.

THE WAY WE THINK ABOUT DISCIPLINE Perhaps one of the greatest lessons to be had at middle school is learning how to learn independently and collaboratively. Our greatest hope is that students walk out of middle school with strong organizational skills, an ability to focus and effectively participate in class and a genuine desire and determination to learn more. We fully recognize that each student has a different way of attaining those skills and will develop them at varying times. Knowing that we have significant variation in skill level and maturation, our curriculum, teaching methods and our discipline approach will vary – hopefully appropriately so. We invite parents and students to collaborate with us on all three of these areas. As for discipline specifically, we do have expectations for all students regardless of ability and maturity. 5

These are expectations that help all learners work in the classroom. These are also expectations that are supported by PPS District policy. Behavioral Consequences ● Detentions can be given for: classroom disruptions, failure to follow directions, tardiness to class, defiance, and any other violations of school rules or violations. Consequences for major violations will be handled by administration. ● Taborsan staff discipline procedures: o Name on the board = warning o Check next to name = “time out” in another classroom o Second check next to name = detention to be served at lunch or at another time convenient for the instructor and family and contact home o Additional behavioral problems = addressed with contact home and administration. Tardy Policy Definition: ‘Tardy’ means that students are not in their seats when class begins according to the daily schedule posted in the room. Students will be considered tardy if they are out of their seats without a teacher’s excuse or are not prepared or preparing to work (examples of tardiness might be drinking water, wandering around classroom, sharpening pencils, books/homework/materials/notes left in locker, not following oral/written instructions to prepare for class). 1st & 2nd time tardy in a quarter = warning 3rd and 4th time tardy in a quarter = automatic detention (no warning) 5th time and thereafter = referral to administration We look forward to working with both learners and their families this year. Please don’t hesitate to contact us regarding questions and concerns about your student’s academic and behavioral performance. Dozo Yoroshiku Onegai Shimasu,

Sumiya Sensei Pickett Sensei Musashino Sensei Bacon-Brenes Sensei [email protected] [email protected] [email protected] [email protected]

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