I. Beginning Class Routines
A. Roll call, absentees: school begins at approximately 8 a.m. At 7:50 a.m., I take the green attendance cards (one card per student) and stand in the hallway. As students arrive at their lockers, I pull out the cards of students that are present. I continue this procedure, as students get their belongings and settle in the classroom. After the morning pledge and announcements, I place cards of absentees on the magnetic clip on the door. Someone in the office, for recording of absences, then picks up the cards. A mark is placed on that student’s card on the appropriate day of absence and the cards are returned in the teacher’s box.
B. Tardies: Students that come to school late have to check in at the office. They receive either an excused or unexcused tardy slip. Then the student brings that slip to the teacher. Upon entering the class late, the student sits down then when convenient asks the teacher what was missed.
C. Distributing materials: This will vary depending on the materials being distributed. During a lesson, I will either distribute the materials myself (i.e., a test) or have a student (that I choose) distribute the materials. On Tuesdays, we send home Tuesday folders. Tuesday folders contain the previous week’s graded papers stapled together with a cover sheet in which parents have to sign. On Tuesdays, I pick students to help distribute these papers and folders. This is also a good time to send home important notices to parents (i.e., my introductory letter) because they are more likely to receive them. Other materials, such as art supplies or books, are retrieved or distributed by students. For example, if students are going to need certain books for an assignment, I may have a student distribute those books. Or if they will need art supplies, I will let them know prior to class beginning in order for them to be prepared. I also post a sign outside of the classroom to let them know which textbooks will be needed for the day. This allows them to leave unneeded items in their lockers.
II. Work Requirement Routine
A. Heading of papers: An example of the expected heading is posted on the wall
for students. At this time in the year, students know what to write (name, student number, date, and subject in the corner of paper). If something else needs to be written, such as page numbers of the book, I instruct the whole class at the beginning of the assignment.
B. Use of pen or pencil: Students are expected and know they are expected to write in pencil, unless instructed otherwise. Many of the formal assignments require the students to write in ink or word-process on a computer, such as poetry, stories, or essays. When an assignment requires ink or word-processing, it is written on the board. I also tell the students orally, when giving the assignment, all the requirements including the presentation of the assignment. Some class assignments are not turned in for a grade. If this occurs, students may use pen or pencil. I let the students know when I assign the work whether or not it will be turned into the tray. As far as word-processing is involved, students may use classroom computers during study hall times or they may use their own computers at home. Word-processing papers is optional, not required.
C. Writing on back of paper: In general, students know not to write on the back
of their paper, if it is a formal, graded assignment. If they are simply taking study notes or working on a group project that won’t be collected, they may write on the back of the paper. I try to let them know when giving an assignment not to write on the back if I think it will cause a problem for me grading the paper or because it will be displayed.
D. Neatness, legibility: Since these students are in fifth grade, they are expected to turn in work that is most certainly legible and to a certain degree, neat. I do not expect their papers to be flawless. That is, I do not mind an occasional crossing out of words or eraser marks. But overall, they should do their best, especially if it is something that will be displayed. If the assignment is something that should demonstrate their best work or an assignment that is going to be displayed, I let the students know to put effort into neatness. If the assignment is just a daily type of assignment, such as a page out of a workbook, neatness is not the most important thing. As far as legibility is concerned, if I cannot read the work, they do not receive a grade. Sometimes I cannot read certain words on a paper, so I circle the word and they receive points off their grade. Students may choose to write in print or cursive, as long as, I can read it. If a paper is ridiculously illegible, I may opt to give the student a chance to rewrite the paper.
E. Incomplete work: Depending on the assignment and time provided for students to complete the assignment, students may receive additional time to complete it. For example, if a student is absent or is pulled out of the classroom for any reason, he or she will receive additional time to complete the assignment. Occasionally, I may opt to have a make up or fix up work time on Fridays (which are enrichment days) for students to catch up or refine their work. If a student is not absent or pulled out and turns in an incomplete assignment, he or she will have points deducted from his/her grade. Also, late work receives points deducted from the grade of that particular assignment.
III. Instructional Activity Routine
A. Student attention: In general, students are expected to listen to the speaker (me, another student, or another adult) and remain quiet while another is speaking. These expectations were already in place upon my entering this placement. When a student is being disrespectful, he or she is asked to sign the conduct book. The conduct book contains a page for each student. When signing the book, the student must write the date and the reason for signing the book (i.e., talking while the teacher is teaching). Conduct signings are tallied at the end of the six-week period and are used for assigning a conduct grade on the report card. Prior to teaching a lesson or making an announcement, I generally use some tactic to receive full attention, such as saying, “Pencils down and all eyes on me.” If students are working in groups and there is productive noise in the classroom, I may turn the lights off briefly to gain attention prior to making an announcement. As students are working, I use praise and positive reinforcement to keep attention, such as saying, “I like how you are sitting up straight and looking great!” or “I like how John’s table is working quietly.” I also use proximity with students if a student is off task when I want full attention. One other thing I do when wanting students’ attention is to have them remove unneeded items off their desks, so these items will not serve as distracters. Finally, when students have something to share, they know not to call out and that I will respond to hands raised.
B. Obtaining help: As stated above, in general when a student needs help, he or she simply needs to raise his/her hand and I will come to them to assist them. If students are working independently and need assistance, they may walk up to the desk or front of the classroom (wherever I am located) to gain assistance. Students know not to leave their seats for help while I am teaching, but know they may come to me for help while working independently. Generally, I tell students at the end of assigning work that they may raise their hand and I will come to them as I circulate the room or that they may come up to the desk one at a time for assistance. Depending on the assignment, I sometimes tell students that they may work together and help one another. If appropriate, this lowers the numbers of students coming to me for assistance. If students need extra assistance, they can ask me when is an appropriate time and we will meet during that time (i.e., study hall, morning preparation, dismissal preparation, etc.) If a child is sick, hurt, or being disturbed by another student, he/she may immediately seek assistance from me by coming to me or raising his/her hand.
C. Student talk: At the time of assigning work, whether an independent or group assignment, I let students know my noise level expectation. For example, if working on a test, I tell students, “This is a test and there should be no talking until all tests are turned in.” I make sure to let students know my expectations up front so that there are no misunderstandings. In general, I let students talk quietly while working on cooperative group assignments or during study hall times. But if the assignment is meant to be completed independently or if it is a quiet reading time, I make sure to let students know there should be no talking. When students are working in groups and the noise level begins to rise to an inappropriate level (i.e., disrupting another class), I turn off the lights briefly to let them know they need to lower their voices to a 12″ voice or a whisper voice. Sometimes, if I have warned them too many times (i.e., more than twice), I may take away their privilege of talking while working.
D. Activities to do when work is completed: When students complete an assignment, they know to turn in the assignment to the appropriate tray. Then, heor
she may read or if appropriate complete an incomplete assignment. Sometimes, I allow students to take AR tests during these times. I let students know prior to beginning the assignment, what they may or may not do when completed. To handle the AR testing, we write a list of people that want to take tests on the board. The students may take a test when finished with their work and a computer is free. Students may not use this time as a free time to talk or do other non-school related things, such as color.
E. Student movement: In general, students are not glued or confined to their seats. That is, they know to stay in their seats while working on assignments, but they may get out of their seats if they need to come ask me a question, retrieve a tissue, sharpen their pencil, or turn in an assignment. If a student needs to use the restroom, he or she should raise his/her hand and ask permission or come to me, if appropriate. Students are not allowed out of their seats to socialize with other students or to retrieve items from their lockers without permission. There is a designated time for lockers during class switching midday.
F. Bringing materials: A sign is posted outside of the classroom each morning to let students know which materials/books to bring for that day. Students also receive a locker break during a transition of switching classes, midday. If students forget materials (i.e., textbook needed for reading or assignment to turn in), they are given permission to retrieve the item at an appropriate time. Lockers are located directly outside of the classroom.
IV. Group Activity Routine
A. Expected behavior in group: In general, students work with the students that are located within their seating arrangement (four desks placed together). However, occasionally students are permitted to work with other students. Students may be assigned to groups by me or by numbering off and occasionally by choosing their own partner. When working in groups, students are expected to actively participate. Assigning roles or assigning each individual to turn in an assignment can do this. Students are also expected to work together cooperatively. If there are problems, students may need to seek assistance from the teacher and/or students may be asked to sign the conduct book. Prior to group work, noise level expectations and other expectations are orally relayed and sometimes written on the board.
B. Expected behavior of students out of group: When students are working independently, they are expected to keep to themselves, complete their own work, and refrain from talking, unless told otherwise.
C. Sharing of resources: In general, students have their own materials, such as textbooks, pencils, glue, scissors, and paper. However, if materials are limited and need to be shared, I let students know prior to beginning the lesson. I offer suggestions for sharing materials, such as taking turns back and forth with a calculator.
D. Individual responsibilities: When working in groups, students are responsible to participate. This can be done by assigning each student a role (i.e., reader, recorder, leader, and presenter). Although students may be working together to complete an activity, I make sure they know that each of them is responsible to know the information (i.e., for a homework assignment or test). To ensure participation, I monitor activities and occasionally assign each student in a group a particular section.
E. Choosing a group leader: The easiest way to do this is by number if numbering off students into groups. However, if they are working in their seated groups, I just pick a student at each table randomly. I try to make sure everyone gets an opportunity to be group leader over time. An exception would be not to pick an irresponsible student to be group leader unless he/she can demonstrate leader capabilities, thus making it a privilege.
V. Ending Class Routine
A. Putting away supplies, equipment: Students are expected to put away
materials upon completing an assignment or prior to a transition. Expectations are clearly stated to students prior to beginning work and students are given verbal reminders if needed. Each student or group leader, depending on the situation, is expected to make sure materials are put away in there place when appropriate.
B. Cleaning up: Students are responsible for their own areas (desk and surrounding desk). After a lesson is completed or a subject is completed, students are expected to clean up their areas. That involves picking up trash and putting away materials. Sometimes, a few students will be chosen to clean up certain areas (i.e., wash the blackboards, put up chairs).
C. Dismissing class: Around 2:30, students are called by locker letters (A’s and B’s) to go to lockers to prepare for dismissal. Students put away materials in lockers and pack backpacks for home. Then they return to the classroom, at which time, they can work on homework, help with clean up, or do other activities (such as use computers on their assigned day). Students that are car riders for Mrs. Butler and Mrs. Ryan’s class gather in our classroom by 2:45. Walkers go to Mrs. Ryan’s room and bus riders go to the cafetorium. At approximately 2:55, we walk the students out of the school for dismissal. Then, we stand by the curb to direct traffic of people in one direction, until all students have left the building.
VI. Interruption Routine
A. Talk among students: If students are talking while I am teaching or during independent work, they are asked to sign the conduct book (explained earlier).
B. Turning in work: Students may get out of their seats to turn in work to the appropriate tray after completion of assignment, unless they are instructed otherwise (i.e., papers collected at the end of a period).
C. Handing back assignments: All graded papers are placed in a crate for each class. Papers are handed back on Tuesdays, stapled together with a cover sheet for parents to sign, and placed in Tuesday folders.
D. Getting back assignments: Students must bring back graded papers with parent signatures on Wednesdays, along with their Tuesday folders. Individual assignments with grades below a C are required to have separate signatures. This verifies that parents know how their child is doing in school.
E. Out-of-seat policies: Students are allowed out of their seats for things such as getting a tissue or sharpening a pencil, but are not allowed out of their seats to socialize. Students know the expectations and are also reminded of my expectations prior to beginning assignments. If a student is out of his/her seat at an inappropriate time, he/she is asked to sign the conduct book.
VII. Use of Room/School Area Routine
A. Shared materials: Students are expected to share materials and take turns when necessary without problems. Prior to beginning work, expectations are made clear verbally. Students not cooperating are asked to sign the conduct book. Examples of shared materials include calculators, computers, and balls (for recess).
B. Teacher’s desk: Students are not allowed to sit at or go behind the teacher’s desk. If a student needs something from the teacher’s desk, he or she should ask permission with exception to tissues or stapler.
C. Water fountain, bathroom, pencil sharpener: The water fountain and bathroom are available to students at designated times, as well as, undesignated times. During the transition of switching classes and prior to lunch, a time is designated for bathroom and water fountain use. Sometimes, other times are also designated. If a student needs to use the bathroom or needs water at any other time, he or she simply requests permission and goes. The bathrooms are located across the hall from the classroom, next to the lockers. Students should sharpen pencils at the beginning of the day during morning preparation. However, if needed, they are permitted to sharpen pencils at other times, with exception of during teaching.
D. Student desks: Students have assigned seats. The homeroom class may leave certain materials in their desks; however, most materials are stored in lockers or on shelves. Occasionally, students move about the classroom and sit at other desks, so desks are not to be considered the student’s property.
E. Learning center, stations: Areas such as the computer area are not to be used without permission. Time is allotted for AR tests, word-processing, and free time on the computers. Learning centers are not used in this classroom, but group activities take place often. The areas are assigned. Common materials such as dictionaries and thesaurus’ are available for use to students at all times, with exception of tests. Other materials may need permission for use.
F. Playground: During recess, students are permitted to play on blacktop area and/or grassy enclosed area. They are required to stay in sight of the teacher, use materials appropriately, and engage in appropriate activities. If rules are not followed, they will be asked to sit on the curb by the teacher.
G. Lunchroom: At lunch, I walk students into the cafeteria and wait for all students to go through the lunch line and have a seat before I leave the cafeteria to eat my lunch. Students are expected to walk, use appropriate manners, and maintain control of themselves while in the cafeteria. Aides circulate and monitor the students during lunch.
VIII. Assignment Routine
A. Returning in-class assignments: As noted previously, all assignments are returned on Tuesdays and sent home in the Tuesday folder for parents to review, sign, and return. Occasionally assignments are not collected. In this case, I have students place the assignment on their desks and I circulate the room with a clipboard to note completion. Sometimes, we check work as a class and students keep the assignment for study material but it is not turned in for a grade.
B. Homework assignments: All homework assignments are posted on the blackboard, noted next to the subject heading. Students are responsible to note all homework assignments in the assignment books. Homework assignments are explained in detail each day at the end of the lesson or period. Homework is turned into the appropriate tray or collected by me. Some homework is only checked for completion, in which, I circulate the room with a clipboard. Students receive a “0” if homework is not complete. All students begin the six-week period with 100. Each time a homework assignment is missing, he or she has 5 points deducted. However, more in depth homework assignments, such as projects receive a full grade. Time is allotted in class for students to work on these assignments. Homework assignments are also available to students and parents on Lesson Line. Lesson Line is recorded each day of the week (unless there is no homework).
C. Turning in assignments: Most assignments are turned into the trays (one for Butler’s homeroom Language Arts, one for Butler’s homeroom Social Studies, and one for Ryan’s homeroom Language Arts). Occasionally, assignments are collected by me upon completion.
IX. Checking Assignments in Class Routine
A. Students exchanging papers: Though I have not used this procedure, I may occasionally opt to have students check each other’s papers. I would only use this procedure for definite right/wrong answer types of papers, such as grammar or spelling.
B. Making and grading assignments: In making assignments, I first write the assignment on the board for students. I then tell them the assignment orally with all the details. If needed, I write the details on a big piece of paper and post it for students. For example, when I had the students write Haiku poems, there were many specifications involved. I wrote out all the requirements on a paper and on the board for students so that they could write these down in their assignment books. Grading of assignments is done by deducting points from 100 for the most part. An EZ-grader is used to calculate the percentage earned. All daily assignments and tests are worth 100. For assignments that require a more subjective nature of grading, a rubric or scoring guide is used. For example, when grading comprehension tests, a certain number of points is deducted for incorrect or partially incorrect answers, spelling errors, grammatical errors, and incomplete sentences. Grading is completed during planning time or after hours. All grades are recorded on Classmaster on the computer according to class, subject, and marking period.
C. Turning in assignments: When students finish an assignment in class, they turn them into the appropriate tray or if asked, they hold onto the assignment to review as a whole group.
X. Grading Routine
A. Recording grades: Grades are recorded into a computer software program called Classmaster. The grades are recorded by class, subject, and six-week period. The grades are also saved on disk and printed. Graded papers are also returned by students after signed by parents. These papers are held onto for the entire six-week period.
B. Grading criteria: Grading of assignments is done by deducting points from 100 for the most part. An EZ-grader is used to calculate the percentage earned. All daily assignments and tests are worth 100. For assignments that require a more subjective nature of grading, a rubric or scoring guide is used. For example, when grading comprehension tests, a certain number of points is deducted for incorrect or partially incorrect answers, spelling errors, grammatical errors, and incomplete sentences. In general, points are deducted from all language arts assignments for spelling errors, grammatical errors, and other criteria involved with writing such as spacing and legibility. Grading criteria is explained to students when an assignment is given. Twelve grades must be taken per week (including Language Arts and Social Studies).
C. Contracting with students for grades: So far this has not been an issue; however, if I have difficulty with a student achieving adequately in a subject area, I would meet with the student to discuss my concerns. I would develop a plan of action with the student and have the student and most likely the parent sign the contract. I would offer as much assistance as possible to the student in order to help him/her bring up his/her grades.
XI. Academic Feedback Routine
A. Rewards and incentives: In general, grades and praise are the most common feedback used. On every paper I have graded thus far, I have given some sort of feedback whether it is a smiley face, a general comment, or some specific feedback on what the student did really well. I also try to praise the students verbally for doing a good job or to encourage them to do a good job. When possible, I relate the learning to real life to motivate students. I also reward students with homework passes and other tangible things (McDonald’s food certificates) for doing a good job, whether it be following rules, working well, improving their work, or completing a classroom challenge assignment.
B. Posting student work: I post as much work as possible to let students know that I value their hard work. When posting work, I also post an explanation of the assignment for other on-lookers. If students wish to not have their work posted or their name not showing, I honor their request. I treat all work with respect and equality when posting it. I try to post at least one assignment each week. I post each student’s work, but occasionally I may post a few exceptional pieces of work on a smaller board.
C. Communicating with parents: The first week, I sent home a letter to introduce myself to parents. I let them know that they could contact me at the school if the have questions, comments, or concerns. To make sure parents are involved in their child’s progress, they are required to sign a cover sheet to graded papers. Also, notes are sent home if I have concerns or if I want to share achievements or other good news about their child. I will participate in Parent conferences while at this placement, providing pertinent information I have collected through student work and observation.
D. Students’ record of grades: All grades are recorded into the computer. An individual student’s record can be retrieved for each subject and printed. The program allows me to list the title of the assignment, the total available points for each assignment, and the students’ grades.
E. Written comments on assignments: Most assignments receive written comments. Regular assignments or tests, such as spelling may not receive written feedback other than a grade, but assignments such as paragraphs, poems, stories, essays, and social studies projects receive written feedback of the students’ performances. I begin with positive comments, stating what the student did well or how well a student did overall, then I write constructive criticism, such as what the student forgot or could improve on next time.
