Classroom Procedures/Expectations for Behavior

Classroom Procedures/Expectations for Behavior

Students who respect one another and the teacher create a safe environment for learning, sharing, and growing as a classroom community.

1. Arrive on time with all the tools needed for class and be in your seat when the bell rings.
2. Sit in the seat assigned to you and remain seated until the teacher dismisses you. Students
3. WILL have assigned seats that MUST be used EVERYDAY.
4. What to do during free time - If you finish an assignment, first work on any unfinished assignments for this class and when you finish those, you may choose to do work for your other classes. Keep in mind that just because you are finished does not mean that everyone around you is, so work quietly and do not disturb other students.
5. Show respect for all people and things in this room with your words and actions.
6. Inappropriate language and destruction of equipment, furniture or other people’s property will not be tolerated.
7. Class dismissal – Clean off your desk; pick up any trash or books from around your desk; be in your seats and wait quietly. I dismiss you, not the bell. Do not start packing up prior to my direction. 

*Ask me questions if you don’t understand something. I am available for extra help before or after school if you’ll just ask.

Due Process

            Step 1:  Warning – may or may not include email to parent or guardian

            Step 2:  Teacher conference – Will include email to parent or guardian

            Step 3:  Phone call home

            Step 4:  Parent-Teacher conference

            Step 5:  Referral to Administration

 Guiding Principles 

1. Blackman students must complete every assignment. The only fair way to assess any student is when all assignments are attempted. Students will be required to attend academic help session(s) if they have a missing assignment at any time during the school year.  
2. Grades should communicate a student’s mastery of standards and learning targets. 
3. Periodic common assessments will be collaboratively designed and utilized so that performance levels and grades are fair and consistent in synonymous courses. 
4. Behavior and effort will be reported in a student’s professionalism/citizenship grade and should not be part of the academic grade. 
5. Well-planned instruction provides students with a clear understanding of teacher expectations through learning targets, rubrics, assessment criteria, and/or, when appropriate, student samples. 
6. Effective instruction includes frequent formative assessments with clear and understandable teacher feedback with opportunities to relearn and redo. 
7. Assessment of knowledge and skills should include multiple measures and a variety of evidence to accurately determine a student’s proficiency level.