Embedded Files
A respectful community is vital to an effectively functioning classroom. The members of this community are not limited to the students and teacher, but encompass administration and support staff, parents and guardians, and other community stakeholders. Community also refers to the behaviours of members and the emotional tone of the classroom environment.
A respectful community is vital to an effectively functioning classroom. The members of this community are not limited to the students and teacher, but encompass administration and support staff, parents and guardians, and other community stakeholders. Community also refers to the behaviours of members and the emotional tone of the classroom environment.
In all my classes I stress the construction of a positive learning environment and the connection between rules and consequences. Positive classroom behaviour from all students is vital to maintaining this environment. However, the classroom environment must be established by more than just lists of rules and resulting consequences. In order to be truly effective, these must be supported by student ownership of the community and the resulting learning experience.
In all my classes I stress the construction of a positive learning environment and the connection between rules and consequences. Positive classroom behaviour from all students is vital to maintaining this environment. However, the classroom environment must be established by more than just lists of rules and resulting consequences. In order to be truly effective, these must be supported by student ownership of the community and the resulting learning experience.
A number of resources are provided to students in order to support the creation of a positive classroom community:
A number of resources are provided to students in order to support the creation of a positive classroom community:
These include classroom expectations for behaviour and conduct, as well as common routines such as how to begin and end a class, how to handle an absences, how to submit assignments, etc. This information also includes steps taken when expectations are not met.
These include classroom expectations for behaviour and conduct, as well as common routines such as how to begin and end a class, how to handle an absences, how to submit assignments, etc. This information also includes steps taken when expectations are not met.
This information include roles and responsibilities for the student and the teacher in the classroom, and available opportunities for support outside the classroom.
This information include roles and responsibilities for the student and the teacher in the classroom, and available opportunities for support outside the classroom.
The Ontario Ministry of Education mandates tracking of six “learning skills”: responsibility, organization, initiative, self-regulation, independence and collaboration. These are measured by the "letters" on the provincial report card: "E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement."
The Ontario Ministry of Education mandates tracking of six “learning skills”: responsibility, organization, initiative, self-regulation, independence and collaboration. These are measured by the "letters" on the provincial report card: "E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement."
CLASSROOM EXPECTATIONS / PROCEDURES
CLASSROOM EXPECTATIONS / PROCEDURES
The Four Expectations.pdfThe Four Expectations
The Four Expectations
Our conduct in class - both teacher and students - is governed by the four expectations. This framework provides a benchmark against which behaviour in the classroom can be checked. If an action violates one of the four expectations, it should be avoided.
Our conduct in class - both teacher and students - is governed by the four expectations. This framework provides a benchmark against which behaviour in the classroom can be checked. If an action violates one of the four expectations, it should be avoided.
Student Guide to Rules and Procedures.pdfStudent Guide to Rules and Procedures
Student Guide to Rules and Procedures
This document outlines the specific expectations around everything from how to catch up after an absence to how to enter the classrooom late. Students are expected to read this guide when it is distributed in class and be familiar with the expectations it contains.
This document outlines the specific expectations around everything from how to catch up after an absence to how to enter the classrooom late. Students are expected to read this guide when it is distributed in class and be familiar with the expectations it contains.
Behavioural Incident Debrief Form.pdfBehavioural Incident Debrief
Behavioural Incident Debrief
When a serious incident takes place that disrupts our learning environment, the student responsible fills out this form prior to a student-teacher debrief to discuss next steps.
When a serious incident takes place that disrupts our learning environment, the student responsible fills out this form prior to a student-teacher debrief to discuss next steps.
Procedures - Assignment Submission.pdfAssignment Submission Procedures
Assignment Submission Procedures
Proper submission of assignments is an important skill set in our classroom. Understanding the following procedures will eliminate common problems often seen when students hand in work.
Proper submission of assignments is an important skill set in our classroom. Understanding the following procedures will eliminate common problems often seen when students hand in work.
UNDERSTANDING THE STUDENT-TEACHER PARTNERSHIP
UNDERSTANDING THE STUDENT-TEACHER PARTNERSHIP
A Responsible Student Survey.pdf"Are You a Responsible Student?" Survey
"Are You a Responsible Student?" Survey
A survey for students to evaluate their level of responsibility. The document contains descriptions of students exhibiting high levels of responsibility, against which students can measure their own behaviours. Students will take this survey in class and we will discuss the results afterward.
A survey for students to evaluate their level of responsibility. The document contains descriptions of students exhibiting high levels of responsibility, against which students can measure their own behaviours. Students will take this survey in class and we will discuss the results afterward.
MINISTRY OF EDUCATION LEARNING SKILLS
MINISTRY OF EDUCATION LEARNING SKILLS
Learning Skills Descriptions.pdfLearning Skills Descriptions
Learning Skills Descriptions
A description of the six learning skills evaluated by teachers on Ontario secondary school report cards, including look-fors to identify positive application of each skill.
A description of the six learning skills evaluated by teachers on Ontario secondary school report cards, including look-fors to identify positive application of each skill.
Learning Skills Development Tips.pdfLearning Skills Development Tips
Learning Skills Development Tips
A selection of suggestions for students regarding how they can improve their evaluation in each area of the learning skills.
A selection of suggestions for students regarding how they can improve their evaluation in each area of the learning skills.
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