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Policy and procedure do my homework


❶Educators should help parents to appreciate the value of these activities, so that they will encourage their children to take part in them. Selecting a corresponding topics for your academic assignments Specify arguments and supporting facts to back up major ideas Appealing introduction followed by an objective conclusion Locate and use appropriate academic sources Perfectly written and proofread main part Precisely follow your directions.

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The Discipline Guidelines will provide school administrators with a comprehensive description of discipline offenses, clear definitions of the criteria for discipline offense categories, specific levels of disciplinary action based on objective criteria, and a range of disciplinary actions for specific offenses.

The levels of disciplinary action will provide teachers and administrators with a range of options that will provide consistency across the school division in dealing with individual students who exhibit inappropriate behavior.

The guidelines will be progressive in nature; that is, the level of disciplinary action increases as the number of similar incidents increases. Principals may deviate from the established levels of disciplinary action only if there is appropriate justification. The reasons justifying the action must be specified in writing to the Director, Office of Student Leadership. Students are under the authority of the bus driver while on the bus.

The driver is to control student conduct and report behavior problems to the principal or his designee. The principal shall be responsible for all disciplinary action. Failure on the part of any student to follow the rules and regulations dealing with school bus operation may result in termination of privilege to ride the school bus in addition to other appropriate disciplinary measures.

The School Board authorizes the Superintendent to develop regulations and procedures regarding the assessment of and intervention with students whose behavior may pose a threat to the safety of school staff or students. In addition, procedures must be taught, demonstrated, and practiced Hardin, Although classrooms across the nation have a variety of materials and technology for students to use, many teachers set a few simple and direct procedures for handling these materials Marzano et al.

When the teacher is conducting a lesson, students are expected to be in their seats or area and directing attention to the teacher.

Examples of a "classroom use" procedure might include such things as sharpening pencils, getting a drink, handing in classroom work and homework, asking for help, and securing classroom materials. For example, classroom teachers have a variety of approaches for the use of the pencil sharpener. Many teachers have helpers who sharpen all pencils at the end of the day and put the pencils into the "sharpened" can.

As a student uses the pencil or breaks the lead, students put the pencil into the "used" can and get a freshly sharpened one. Although this may seem to take procedures to the extreme, when student teachers discuss the school day, almost every student can recount examples of instructional time wasted as students look for a pencil, borrow a pencil or sharpen a pencil in the middle of class.

Other teachers have students start the school day with three sharpened pencils. Dealing with student restrooms can cause additional problems. If the restroom is accessible or adjacent to the classroom, teachers usually allow students to use the restroom one at a time when the teacher is not teaching. In middle school and high school, teachers are required to give students "restroom passes" and because of the social nature of middle level students, students often abuse the restroom pass to get out of class or to "drop by" other classrooms to see friends.

Middle level teachers have a variety of procedures for the restroom. Some teachers give students tickets for three to five "bathroom passes" each six weeks. If the student does not need the passes, they can be returned for additional privileges.

By setting up procedures before there is a problem, the teacher can focus on instruction. Another critical part of developing classroom procedures includes how the school day or class period begins and ends. Elementary classes usually begin with activities that create a community of learners, that address the idea of "being in this together".

One way is to recite the Pledge of Allegiance, the state pledge, and the classroom promise or pledge. It might also begin with recognitions and announcements. The beginning of the class or the school day sets the tone for the day or the class and directs the focus to instruction.

Effective teachers have "sponge" activities or "daily starters" available as students enter the classroom. Teachers should coordinate major assignments. If a school wants students to give energy to the work they do outside of school, it makes sense for teachers in different departments to share their schedules for major assignments with one another.

Students should certainly be expected to complete small daily assignments in many subjects, but major assignments should be coordinated. Teachers should help parents help their children. Older children can be asked to read bus schedules or road maps on car trips, or to determine which brand of soap is the best bargain at the supermarket—skills that require higher-order thinking.

And children of all ages benefit from conversation or keeping a journal. Educators should help parents to appreciate the value of these activities, so that they will encourage their children to take part in them. Almost no one believes that conventional approaches to grading are beneficial.

There is no consensus as to what grades mean; some teachers appear to believe that their grade distributions reflect their own teaching abilities or the complexity of the content more than they do student achievement; others maintain that their harsh grading policy reflects their own high standards.

Teachers also tend to disagree on the quality of student work: Teachers, that is, tend to apply their own standards of quality to student work that are rarely communicated to either students or other teachers. Furthermore, many citizens, educators, and admissions directors in institutions of higher education think that the distribution of grades should follow the bell curve, believing that too many high grades is evidence of grade inflation.

Any discussion of grading policies must begin with their purposes, which include the following: Educators can use grades to motivate students to work hard, study, and learn the content of a course, especially in high school.

Grades can help let students know what learning is important, as well as how well they are doing, in general. Grades can help let parents know how well their children are progressing in school. In some schools, teachers use grades to let one another know how well students are performing. When students move from one school to another—from middle school to high school, for example—grades can be used to communicate between the two faculties.

Communicating with the outside world. Admissions directors at colleges, universities, and technical schools, as well as company personnel directors, look to school transcripts for clues about students. Educational institutions want to know whether students are sufficiently prepared for the rigors of higher education, whereas employers tend to care about factors such as punctuality, interpersonal skills, and initiative.

The following recommendations are based on the assumptions threaded throughout this book. Grading is a complex topic on which it is difficult to achieve consensus. The recommendations I offer here will, I hope, serve as a basis for structured conversation on the subject.

A grade for English on a report card should reflect how well the student has mastered the content of the English course; if teachers want to comment on participation, effort, or behavior in class, they may do so on the report card, but not as part of a grade.

However, when these are incorporated into the grading system, the grades become muddled and therefore meaningless. If all students master the curriculum at a high level, they should all receive A s or B s. An A from Ms. Jones should mean the same as an A from Mr. Consistency within a school or even a district , combined with the need for grades to reflect student learning in the curriculum, suggests that teachers have decided together what the curriculum is and how to assess it.

It implies, in other words, the use of consistent assessments at the end of courses or semesters. This issue is further addressed in Chapter Within the context of a consistent approach to curriculum and assessment, individual teachers need to consider many different indicators of student mastery of the curriculum when assigning grades.

An end-of-course exam for Algebra I that is used consistently throughout the mathematics department may be a valuable benchmark of student work, but it should not be the only factor used to determine student grades in the course; teachers should consider quizzes, projects, and oral presentations as well.

These complaints are worthy of serious attention when Grades reflect only the idiosyncratic judgments of individual teachers, Students have no way to improve their performance, Grades are handed out as rewards for compliance in class, or Grades have little connection to student performance.

If, however, grades actually reflect student understanding of the curriculum, then large numbers of high grades should be applauded rather than criticized, as this means simply that many students are mastering important concepts.

Complaints about grade inflation make sense only in the context of general confusion about the fundamental meaning of grades. If more students are earning higher grades, and if high grades represent high levels of achievement, then everyone should be cheering. Students of all ages approach school with a positive spirit, and they expect to find success and fulfillment there, so the policies and practices affecting them must be clear, fair, and likely to contribute to student learning.

Such policies can be firm, but they should also be just, and should respect student interests and motivations. Policies and practices affecting students are powerful levers that help set the tone and direct behavior in a school.

The adults involved must ensure that the policies they put in place reinforce their goals for students, reflect their beliefs about students and their learning, and are supported by research findings.

Rubric for Policies and Practices Affecting Students. The school has no culture for learning, or a negative culture. School practices reinforce the culture for learning; students have internalized this culture and make a serious commitment to excellence.

Attendance and tardiness policies are rigid and punitive; no attention is paid to student learning or flexibility for individual situations. Students have had no opportunity to contribute to the development of the policies. Attendance and tardiness policies are focused on maximizing attendance, but are only partially flexible for individual situations.

Students have had some opportunity to contribute to the development of the policies. Attendance and tardiness policies are focused on maximizing attendance and student learning, and are flexible and responsive to individual situations. Students have contributed to the development of the policies. Standards of student conduct are arbitrary, and consequences for student infractions are punitive and harsh.

Discipline policies are not well publicized and students have had no opportunity to contribute to their development. Standards of student conduct and the consequences for student infractions are fairly reasonable.

Discipline policies are publicly known and students have had some opportunity to contribute to their development. Standards of student conduct are based on mutual respect, and consequences for student infractions are reasonable. Discipline policies are publicly known and students have contributed to their development. Homework policies and practices are rigid and not designed to promote student learning.

Consequences of incomplete homework are punitive. Homework policies and practices are moderately flexible and attempt to promote student learning. Consequences for incomplete homework are fairly reasonable. Homework policies and practices are flexible and designed to promote student learning. Consequences for incomplete homework are firm but respectful.

Teachers decide grades according to a combination of factors that are poorly articulated and not well understood by students and parents. Grades reflect not only mastery of the curriculum, but also effort, amount of progress, and level of participation and cooperation.

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