Classroom's: Rights, Rules, Regulations, Responsibilities, and Requirements.
_Instructor: Amalya Nane Tumanian
Unit Title or Subject: Classroom Norms
Week: 1
Lesson #1
Lesson Title: Rights, Rules, Regulations, Responsibilities, and Requirements.
Allotted Time: 85 - 120 min
Designed for HS and College Art Classes
(The following is the recommended Marylhurst University lesson plan design).
The art standards numbering Key: CP- Create, Present & Perform; AC – Aesthetics & Criticism; HC –Historical & Cultural Perspectives
Unit title or subject: AR.CP, ( includes AC, HC)
WE ARE a community of diverse people. We have the RIGHT to respect and be respected. We are here because of our constitutional RIGHTS to learn in a safe and comfortable environment for each and every one. We have the RIGHT to be treated fair. We have the RIGHT to express our opinion, to be heard and to be given a voice or a manner to articulate ourselves.
-------------------------------------------------------------------------------------------------------------------------------
The following is the recommended Marylhurst University lesson plan design. As you plan, consider the relationship of content and activities to assessment, technology, and differentiated instruction.
Desired Results______________________________________________________________
Goal(s)/State standard(s):
Students to learn about classroom norms as it is defined by class, school, and district in accordance to the state and federal constitutional rules, laws, and regulations.
Essential question(s): _______________________________________________________________________
What are 5 'R's in the Classrooms? Why we should obey or follow them? Who defines these norm?
Objectives: (Language and Content)
Students will (ABCD format=action verb + content reference + condition +degree)...
_________________________________________________________________________
Formative and Summative Assessment Evidence______________________________
Performance Tasks: (include differentiation)
Other Evidence:_______________________________________________________________
Learning Plan____________________________________________________________________
Learning activities: (refer to elements in lesson plan template previously used)
Students to design the Classroom Norms Posters as a group project
________________________________________________________________________
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.
_________________________________________________________________________
I along with the class will discuss students' constitutional rights, and responsibilities. It would be illustrated in a simple manner to make it comprehensible for the ELL students, or for students with LD.
_____1. Mission Statement
My mission as an educator is to provide a fair, safe, encouraging, supportive, and positive environment. I will give skills not only educational, academic, informative, enjoyable but also, practical and applicative in life. I consider it is my social and moral obligation to tailor my instruction based on up-to-date methods, information, and strong academic and professional knowledge to meet individual learning needs of each of my student; that a fair amount of my time and attention and effort are given to each of then to assure positive progress.
_____ 2. Norms Lesson Plan
“ The students weren't trying to make my life miserable; they were trying to make the time go faster” Kohn, A. Beyond Discipline. (1996).
_______3. Classroom rules:
Proposed, voted and approved by the class and teacher. Subject to revision if needed.
(No more than five. All should be reasoned and have a logical context that will be for the benefit off all students and teacher)
Reason: to take notes, white directives, etc.
For example, I like how he/she efficiently distributed art supplies; I am happy how I drew an ellipse today, etc.
a) be his/her advocate – explain the reason behind the action and propose a possible alternative (if needed). If it is reasonable within the acceptable classroom norms and will not interfere with the class flow, it would be accepted.
b) advocate for a group or group member.
b) creates an unsafe and unhealthy environment
c) interferes with students learning that violates the constitutional rights of all students - right to receive a quality education in a safe and supportive environment.
Please, comply!
Diversity of the classrooms
The ethnic, socio-economic, skill level, and students' learning styles and abilities dictate the need for a diverse approach to classroom management. Effective teaching in the diverse classroom includes, but not limited to curriculum tailoring, behavior management strategies based on personal knowledge of student's cultural and family background, effective delivery of the instructional materials based on understanding of students' practical and cultural needs, formative and summative assessment, and communication with the student's close family member(s) and school administration.
At the class, I was an ST last year at the Davis Douglas HS had at least a dozen students from the various cultures, of diverse nationalities and backgrounds. With some of them, it was obvious by their specific national attire, heavy accent, very limited, or no English language skills. The school was famous for having more than 150 nationality students at one time. I noticed that students were very accepting of each other's uniqueness that was showing a well-established culture of the school. Besides, my CT seems accustomed to having non-English speakers in her class as she was very effectively communicating with them by providing visual clues and samples of the assignment. Students were enjoying the activity and produced a nice design by the end of the class.
_____4. How will you build relationships with your students?
To build a good relationship with my students, I would need to know them better, that is to know their learning style, culture, hobbies and interest, family, etc. I will ask them at the beginning of the school year to write short introductory note where they would least their hobbies, their strength, goals for the upcoming school year, favored place in home, favored activity, exceptions from this class and anticipated grade for this class, name one or more best or good friends, and draw one favored item. I will keep this in the classroom folder. At the end of each month, I would ask them to make amendments, such as do class met their expectations, what new changes happened in their life, etc,
_____5. Classroom Management Plan
Make assignments interesting, engaging, relevant to students' interests, applicable.
The student has one week of probation time to make up missed assignments before the report card going home.
_____6. How will you create a Community Learning Environment?
Honest compliment on the progress and achievements. Safe and friendly environment, personalized approach, rich and challenging curriculum, frequent contact with the responsibility for the student family member.
a) Students will form a learning group of 3-5 students that will have assigned responsibility and will rotate within the group for four weeks. Group will work on one individual and one group project which might include but not limited to proposing a theme for a group work similar to, or taken from the class idea's folder.
b) One member of the group is responsible to bring to the table art supplies from the cabinets, and clean at the end of the class. Another responsible for taking notes, or keeping track of the time, or be a weekly group leader and make group work presentation for the class. Reason: all group members by rotating in one month will have a chance to hold all of the positions. There will be a graphic schedule to be filed-in with the group members' names and duties for the coming week, placed on the board and be checked at the start of the next class to refresh memory and avoid confusion. In the case of a group member's absence his/her responsibility will be distributed among the group members.
c) students behave responsibly and respectful toward each other and teacher; conflicts are resolved within-group, or class, or with the teacher.
_____7. Classroom Procedures e.g. Turning in assignments, sharpening pencils, restroom passes
Students are free to go to restrooms, sharpens pencils, and turn in the assignment as a responsible adults base on sound judgment;
____8. Rules and consequences based on a personal mission, core values, needs of students, and knowledge from this course and MAT program
In the cases of excessive occurrences, or misuse of those privileges such as the use of the restroom time to go somewhere else, reasons may be discussed in person with the teacher.
_____9.The process to follow for student behavior escalations
In case of outstanding inappropriate and/or behavior escalations, after school meetings will behold with the elected student body, student's close friend(s), and teacher. If conflict asks for more involvement then the teacher and students, then a parent and a staff member will be invited to be present during the conflict resolution. Satisfactory decisions made during the meeting will be reported to the rest of the class (if they witnessed the incident) or reported to the school principal if more administrative actions reasonably needed, such as switching the class, or school, or referring to the behavioral or conflict management specialist.
_____10. Parent Communication/involvement protocol
A parent will be regularly contacted and be informed on the student progress with more emphasize on positive, and if needed, asked for suggestions or advice on how to resolve the problem, like incomplete or missing home-works, or frequent absents.
_____11. Grading Philosophy
Grade(s) is/are not affected by attendance or behavior. It is students understanding of the benefits of being in class as many instructional materials will be hard to attain from the outside
sources. However if properly presented and satisfactorily performed will be graded accordingly.
_____12. The matching process to mission
Students encouraged and welcomed to re-submit missed or unsatisfactory marked assignment for regrading one week before a progress report to be sent out. As our goal (student + teacher) is to get skills and knowledge that is behind the numerical superficial face value of one number. Nevertheless, the number or letter grade is a symbolic representation of the student’s concluded work – summative assessment needed to be reported and recorded. With that in mind, it is important to make an extra effort to do one's best.
_____13. Procedures that invite students to actively engage in creating formative and summative assessments.
Students are informed of their progress, the teacher along with the student go over the mistakes, and ask questions to ensure the level of understanding as a test not always accurately reflect student's knowledge level. Besides, formative assessment help teacher to evaluate curriculum, and made adjustments in the content of the subject or methods if needed.
_____14. Develop your classroom position around intrinsic and extrinsic rewards
To develop my classroom position around intrinsic and extrinsic rewards... To establish a classroom culture based on or around intrinsic and extrinsic rewards, I will organize in-class reading from the life of the famous people, (not necessarily rich), watch move about heroism and sacrifice of one's well being or even life for the benefit of many. I would that the value of learning is itself a self-rewarding as it is empowering a person to become self-sufficient, be it somewhat in control of one's own life and make informed decisions in regards to needed actions, and life direction. Extrinsic such as candy, stickers, party, or taking to move or getting a new cloth or car might be pleasant at the time of the experience, but they are temporary, and if not supported by true the knowledge, do not give a long-lasting satisfaction.
_____15. What about rewards? What is your philosophy and/or concerns about candy?
We all like pleasant things, and 'candy' given by the teacher, or parent symbolizes an achievement as of getting special attention, reward, and accomplishment. A negative thing about it that it might create dependency, that is a person has a hard time to do anything beyond minimal needed if no material reward is expected.
_____16. Celebrations of accomplishment?
It is important to celebrate accomplishments as it gives a moral and emotional satisfaction of the intrinsic value of one's work, effort, which becomes a foundation to build on and plan upcoming steps and actions.
_____17. How will you intrinsic value into the classroom expectations for students?
I will show the benefit of the knowledge I am giving them an in-real-life application. Also, I point to the fact that creative process gives person sense of control over one's work outcome, similar to some other life circumstances when one makes informed decision with a predictable and/or anticipated outcome, and that develops into an intrinsic value of self-worthiness, meaning and satisfaction to one's existence as we are, and the contentment.
Unit Title or Subject: Classroom Norms
Week: 1
Lesson #1
Lesson Title: Rights, Rules, Regulations, Responsibilities, and Requirements.
Allotted Time: 85 - 120 min
Designed for HS and College Art Classes
(The following is the recommended Marylhurst University lesson plan design).
The art standards numbering Key: CP- Create, Present & Perform; AC – Aesthetics & Criticism; HC –Historical & Cultural Perspectives
Unit title or subject: AR.CP, ( includes AC, HC)
WE ARE a community of diverse people. We have the RIGHT to respect and be respected. We are here because of our constitutional RIGHTS to learn in a safe and comfortable environment for each and every one. We have the RIGHT to be treated fair. We have the RIGHT to express our opinion, to be heard and to be given a voice or a manner to articulate ourselves.
-------------------------------------------------------------------------------------------------------------------------------
The following is the recommended Marylhurst University lesson plan design. As you plan, consider the relationship of content and activities to assessment, technology, and differentiated instruction.
Desired Results______________________________________________________________
Goal(s)/State standard(s):
Students to learn about classroom norms as it is defined by class, school, and district in accordance to the state and federal constitutional rules, laws, and regulations.
Essential question(s): _______________________________________________________________________
What are 5 'R's in the Classrooms? Why we should obey or follow them? Who defines these norm?
Objectives: (Language and Content)
Students will (ABCD format=action verb + content reference + condition +degree)...
_________________________________________________________________________
- Students to understand the logistics behind these rules.
- Students to learn about the history of those laws.
Formative and Summative Assessment Evidence______________________________
Performance Tasks: (include differentiation)
- Students to examine the historical content
- Students to formulate and record their own classroom rules
- Students to propose new school, district, state, and federal laws
- Students to state their argumentation against and pro
- I will facilitate discussions
Other Evidence:_______________________________________________________________
- Students will read and discuss Federal and State Rules and Regulation in regards to students and teachers rights and responsibilities within the school, and district.
- Two of the students (to compare results for accuracy) will be taking notes.
Learning Plan____________________________________________________________________
Learning activities: (refer to elements in lesson plan template previously used)
- Students will read & discuss Federal & State Laws in regards to students and teachers rights 10 min
- Students will re-stated the rules in their own words 10 min
- Students will express their opinions, ask questions, answer the questions, make proposals, and suggestions 10 min
- I along with the class will discuss students' constitutional rights, and responsibilities 5 min
- I would illustrate and explain them in a simple words 5 min
- I will check the comprehension of the ELL students, or for students with LD by asking questions 5 min
- Students to examine the historical content 15 min
- Students to formulate and record their own classroom rules 15 min
- Students to propose new school, district, state, and federal laws 10 min
- Students to state their argumentation against and pro 15 min
- Students will right proposed classroom norms and post on the board 15 min
- Students will design the Classroom Norms Posters as a nest week group project 10 min
- Clean Up 5 min
Students to design the Classroom Norms Posters as a group project
________________________________________________________________________
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.
_________________________________________________________________________
I along with the class will discuss students' constitutional rights, and responsibilities. It would be illustrated in a simple manner to make it comprehensible for the ELL students, or for students with LD.
_____1. Mission Statement
My mission as an educator is to provide a fair, safe, encouraging, supportive, and positive environment. I will give skills not only educational, academic, informative, enjoyable but also, practical and applicative in life. I consider it is my social and moral obligation to tailor my instruction based on up-to-date methods, information, and strong academic and professional knowledge to meet individual learning needs of each of my student; that a fair amount of my time and attention and effort are given to each of then to assure positive progress.
_____ 2. Norms Lesson Plan
“ The students weren't trying to make my life miserable; they were trying to make the time go faster” Kohn, A. Beyond Discipline. (1996).
- My role as a teacher, as I see it, is not in restricting students in wrongdoing, but rather in providing guidelines of a safe, respectful, moral, and potentially rewarding way of acting in a fun and learning environment. Good actions that socially accepted, or supported, brings a sense of self-respect, worthiness, and confidence. I believe, contributing to the development of a healthy society, based on mutual respect, acceptance of individual and cultural differences, is as important for a healthy sustainable life, as maintaining a safe ecological environment.
Is it a realistic expectation and 'normal' behavior for the Middle/HS student not to act impulsively, not to respond emotionally, but rather behave logically and conceptually supported way?
The answer is, it is possible to some extent when almost all contributed parameters for behavior norms are taken into consideration in setting rules and regulations, such as culture, socioeconomic and family conditions, gender, physical and mental development, etc. Another important contributing factor is that child/student's behavior norms are designed with a high percentage of compliance with students well being. And, to do so, it is important that student contributes emotionally and physically through his/her presence during the constructing and settings up those rules, and by voting for. This will enforce student so perceive him/her self as responsible and in control of for his/her own actions, and thus, following logical consequences.
Examples of recognized and socially acceptable needs and underlying reasons of some behaviors: Newborn in need for personal care - cries when he/she feels huger, cold, or pain; Toddler - same reasons that above plus bored; Child – same plus inability or unwillingness to entertain one-self, Adolescent – often not very clearly identified (often due to hormonal changes) need for attention and acceptance; Teenager - re-evaluation of values and authorities, need for acceptance: Young adult - identified needs and wishes sometimes conflicting with a social or cultural norms of behavior, but most often hard to attain due to time, or resources.
_______3. Classroom rules:
Proposed, voted and approved by the class and teacher. Subject to revision if needed.
(No more than five. All should be reasoned and have a logical context that will be for the benefit off all students and teacher)
- Have notebook and pencils on the table at the start of the class.
Reason: to take notes, white directives, etc.
- Read the assigned group members' names and responsibilities upon entering class (to recall). The groups formed at the beginning of each month.
For example, I like how he/she efficiently distributed art supplies; I am happy how I drew an ellipse today, etc.
- Be able to reason your action - student to bring up at least three arguments in case of unconventional one.
a) be his/her advocate – explain the reason behind the action and propose a possible alternative (if needed). If it is reasonable within the acceptable classroom norms and will not interfere with the class flow, it would be accepted.
b) advocate for a group or group member.
- Keep school property, tables, chairs, etc. out of harm, free of intentionally applied paint, scratches, or writing.
- Unappropriated language, street jargon, or disrespectful comments and naming are not acceptable:
b) creates an unsafe and unhealthy environment
c) interferes with students learning that violates the constitutional rights of all students - right to receive a quality education in a safe and supportive environment.
Please, comply!
Diversity of the classrooms
The ethnic, socio-economic, skill level, and students' learning styles and abilities dictate the need for a diverse approach to classroom management. Effective teaching in the diverse classroom includes, but not limited to curriculum tailoring, behavior management strategies based on personal knowledge of student's cultural and family background, effective delivery of the instructional materials based on understanding of students' practical and cultural needs, formative and summative assessment, and communication with the student's close family member(s) and school administration.
At the class, I was an ST last year at the Davis Douglas HS had at least a dozen students from the various cultures, of diverse nationalities and backgrounds. With some of them, it was obvious by their specific national attire, heavy accent, very limited, or no English language skills. The school was famous for having more than 150 nationality students at one time. I noticed that students were very accepting of each other's uniqueness that was showing a well-established culture of the school. Besides, my CT seems accustomed to having non-English speakers in her class as she was very effectively communicating with them by providing visual clues and samples of the assignment. Students were enjoying the activity and produced a nice design by the end of the class.
_____4. How will you build relationships with your students?
To build a good relationship with my students, I would need to know them better, that is to know their learning style, culture, hobbies and interest, family, etc. I will ask them at the beginning of the school year to write short introductory note where they would least their hobbies, their strength, goals for the upcoming school year, favored place in home, favored activity, exceptions from this class and anticipated grade for this class, name one or more best or good friends, and draw one favored item. I will keep this in the classroom folder. At the end of each month, I would ask them to make amendments, such as do class met their expectations, what new changes happened in their life, etc,
_____5. Classroom Management Plan
Make assignments interesting, engaging, relevant to students' interests, applicable.
The student has one week of probation time to make up missed assignments before the report card going home.
_____6. How will you create a Community Learning Environment?
Honest compliment on the progress and achievements. Safe and friendly environment, personalized approach, rich and challenging curriculum, frequent contact with the responsibility for the student family member.
a) Students will form a learning group of 3-5 students that will have assigned responsibility and will rotate within the group for four weeks. Group will work on one individual and one group project which might include but not limited to proposing a theme for a group work similar to, or taken from the class idea's folder.
b) One member of the group is responsible to bring to the table art supplies from the cabinets, and clean at the end of the class. Another responsible for taking notes, or keeping track of the time, or be a weekly group leader and make group work presentation for the class. Reason: all group members by rotating in one month will have a chance to hold all of the positions. There will be a graphic schedule to be filed-in with the group members' names and duties for the coming week, placed on the board and be checked at the start of the next class to refresh memory and avoid confusion. In the case of a group member's absence his/her responsibility will be distributed among the group members.
c) students behave responsibly and respectful toward each other and teacher; conflicts are resolved within-group, or class, or with the teacher.
_____7. Classroom Procedures e.g. Turning in assignments, sharpening pencils, restroom passes
Students are free to go to restrooms, sharpens pencils, and turn in the assignment as a responsible adults base on sound judgment;
____8. Rules and consequences based on a personal mission, core values, needs of students, and knowledge from this course and MAT program
In the cases of excessive occurrences, or misuse of those privileges such as the use of the restroom time to go somewhere else, reasons may be discussed in person with the teacher.
_____9.The process to follow for student behavior escalations
In case of outstanding inappropriate and/or behavior escalations, after school meetings will behold with the elected student body, student's close friend(s), and teacher. If conflict asks for more involvement then the teacher and students, then a parent and a staff member will be invited to be present during the conflict resolution. Satisfactory decisions made during the meeting will be reported to the rest of the class (if they witnessed the incident) or reported to the school principal if more administrative actions reasonably needed, such as switching the class, or school, or referring to the behavioral or conflict management specialist.
_____10. Parent Communication/involvement protocol
A parent will be regularly contacted and be informed on the student progress with more emphasize on positive, and if needed, asked for suggestions or advice on how to resolve the problem, like incomplete or missing home-works, or frequent absents.
_____11. Grading Philosophy
Grade(s) is/are not affected by attendance or behavior. It is students understanding of the benefits of being in class as many instructional materials will be hard to attain from the outside
sources. However if properly presented and satisfactorily performed will be graded accordingly.
_____12. The matching process to mission
Students encouraged and welcomed to re-submit missed or unsatisfactory marked assignment for regrading one week before a progress report to be sent out. As our goal (student + teacher) is to get skills and knowledge that is behind the numerical superficial face value of one number. Nevertheless, the number or letter grade is a symbolic representation of the student’s concluded work – summative assessment needed to be reported and recorded. With that in mind, it is important to make an extra effort to do one's best.
_____13. Procedures that invite students to actively engage in creating formative and summative assessments.
Students are informed of their progress, the teacher along with the student go over the mistakes, and ask questions to ensure the level of understanding as a test not always accurately reflect student's knowledge level. Besides, formative assessment help teacher to evaluate curriculum, and made adjustments in the content of the subject or methods if needed.
_____14. Develop your classroom position around intrinsic and extrinsic rewards
To develop my classroom position around intrinsic and extrinsic rewards... To establish a classroom culture based on or around intrinsic and extrinsic rewards, I will organize in-class reading from the life of the famous people, (not necessarily rich), watch move about heroism and sacrifice of one's well being or even life for the benefit of many. I would that the value of learning is itself a self-rewarding as it is empowering a person to become self-sufficient, be it somewhat in control of one's own life and make informed decisions in regards to needed actions, and life direction. Extrinsic such as candy, stickers, party, or taking to move or getting a new cloth or car might be pleasant at the time of the experience, but they are temporary, and if not supported by true the knowledge, do not give a long-lasting satisfaction.
_____15. What about rewards? What is your philosophy and/or concerns about candy?
We all like pleasant things, and 'candy' given by the teacher, or parent symbolizes an achievement as of getting special attention, reward, and accomplishment. A negative thing about it that it might create dependency, that is a person has a hard time to do anything beyond minimal needed if no material reward is expected.
_____16. Celebrations of accomplishment?
It is important to celebrate accomplishments as it gives a moral and emotional satisfaction of the intrinsic value of one's work, effort, which becomes a foundation to build on and plan upcoming steps and actions.
_____17. How will you intrinsic value into the classroom expectations for students?
I will show the benefit of the knowledge I am giving them an in-real-life application. Also, I point to the fact that creative process gives person sense of control over one's work outcome, similar to some other life circumstances when one makes informed decision with a predictable and/or anticipated outcome, and that develops into an intrinsic value of self-worthiness, meaning and satisfaction to one's existence as we are, and the contentment.