Norms, Expectations, and Teacher Response
There are norms, expectations, and teacher responses that facilitate an engaging and safe learning environment.
Norms serve the class by establishing a standard of positive group/pair work behavior and interactions that facilitates a healthy learning environment.
Expectations help clarify the kind of work, participation, and behavior that is expected from students and that they can expect from me.
When norms and expectations are not followed I will respond in a number of ways. My responses will serve my objectives to: 1) assess what is going on and why, 2) remedy what has gone wrong, and 3) prevent the issue from happening again.
My decisions to have short and simple norms and expectations as well as plans for reinforcing positive behavior and correcting negative behavior are based on research (Emmer et al; Putman, M.).
Norms serve the class by establishing a standard of positive group/pair work behavior and interactions that facilitates a healthy learning environment.
Expectations help clarify the kind of work, participation, and behavior that is expected from students and that they can expect from me.
When norms and expectations are not followed I will respond in a number of ways. My responses will serve my objectives to: 1) assess what is going on and why, 2) remedy what has gone wrong, and 3) prevent the issue from happening again.
My decisions to have short and simple norms and expectations as well as plans for reinforcing positive behavior and correcting negative behavior are based on research (Emmer et al; Putman, M.).
Norms to ensure a positive learning environment...Be on time and prepared for class If you don't know something, ask a neighbor and that person will help explain Be an active participant Encourage all group members/your partner to do the work Facilitate participation: invite others to participate in discussion Be brave and ask questions – there are no stupid questions Be honorable and respectful Assume the speaker has positive intent Challenge ideas, not the person Be willing to accept constructive feedback from the teacher as well as peers |
Expectations you can have of me and I will have of you... I expect students to be responsible for coming to class on-time and completing work.
>>Students will know my attendance and grading policies as they consult the syllabus. Students will submit their homework at the beginning of class during the warm-up exercise. I will check in with students for understanding and progress on work completion. >>Students will check with classmates and come to me if they have questions about the lesson or assignments. Students will communicate if they cannot submit an item to me on-time. I will rely on student participation to direct the flow of the lesson. >>Students will actively engage in the lesson, sharing input with peers or to the class as a whole. This participation will be facilitated by classmates and me. I will have students take notes and write journal entries in a class journal. I will use this information to check for participation and content/skills understanding and demonstration. >>Students will maintain a class journal in which they take notes and write warm-ups and periodic journal entries. Students will turn in journals for a grade at the end of each unit. Personal journal entries will not be graded, however, evidence of warm-up and note taking completion will be graded. I will accommodate students individual needs, specifically those students on Individual Education Plans (IEPs), 504s, or students are English Language Learners (ELLs). >>Students will communicate if these accommodations are not meeting their needs so that I can adjust my methods accordingly. Students will use these accommodations to better their learning; their efforts will be demonstrated by classroom behavior, participation, and work completion. I will positively reinforce students' efforts and achievements through notes, discussion, and one-one conversation. >> Students will adjust their efforts and strive for continued achievement based on my feedback. |
Responses
If a student's behavior disrupts the learning of his or peers or interferes with a healthy learning environment, then I will take the following steps:
1. Talk to the student, one-on-one, and ask if anything is troubling him or her. Usually, there is a deeper problem behind negative behavior, lack of work completion, or lack of participation and if I realize this, I can take this into account, rather than misinterpreting a student's actions (Algozzine, B. & Kay, P.).
2. If the student needs time to collect him or herself before getting back into the mode of a learner, then I will allow him or her to take a break in the hallway or visit the restroom.
3. I will ask the student to inform me what I can do to improve the learning situation. If the student's request is appropriate to the goals of my teaching, then I will accommodate that request.
4. I will work with other staff, guidance counselors, and administrators for advice and assistance.
5. If no improvement is demonstrable, then I will seek out the assistance of the student's parent/s or guardian/s. I will call or email the parent/guardian to inform him or her of the situation and ask for further clarification from them, if they can provide it, as well as ask their advice on what actions would best serve the needs of the student. If necessary and appropriate, minor disciplinary action such as detention will be performed.
6. I will communicate to the student the actions I take to accommodate his or her needs and ask for his or her improvement in behavior, work completion, or participation.
7. If there is still no improvement, I will request a parent/guardian-teacher conference during which the parent/guardian, student, and I will work out a plan to facilitate the student's improvement in my class. Minor disciplinary action will continue if necessary and appropriate.
8. If further action is needed, then I will refer the student to administrators. I will always use this step as a last resort.
1. Talk to the student, one-on-one, and ask if anything is troubling him or her. Usually, there is a deeper problem behind negative behavior, lack of work completion, or lack of participation and if I realize this, I can take this into account, rather than misinterpreting a student's actions (Algozzine, B. & Kay, P.).
2. If the student needs time to collect him or herself before getting back into the mode of a learner, then I will allow him or her to take a break in the hallway or visit the restroom.
3. I will ask the student to inform me what I can do to improve the learning situation. If the student's request is appropriate to the goals of my teaching, then I will accommodate that request.
4. I will work with other staff, guidance counselors, and administrators for advice and assistance.
5. If no improvement is demonstrable, then I will seek out the assistance of the student's parent/s or guardian/s. I will call or email the parent/guardian to inform him or her of the situation and ask for further clarification from them, if they can provide it, as well as ask their advice on what actions would best serve the needs of the student. If necessary and appropriate, minor disciplinary action such as detention will be performed.
6. I will communicate to the student the actions I take to accommodate his or her needs and ask for his or her improvement in behavior, work completion, or participation.
7. If there is still no improvement, I will request a parent/guardian-teacher conference during which the parent/guardian, student, and I will work out a plan to facilitate the student's improvement in my class. Minor disciplinary action will continue if necessary and appropriate.
8. If further action is needed, then I will refer the student to administrators. I will always use this step as a last resort.