The document provides information about classroom rules, procedures, and expectations for a 1st grade classroom. It outlines 5 positive behavior rules focused on being safe, respectful, responsible, cooperative, and doing your best. It also describes incentives and consequences for behavior. Additional sections provide details about attendance, arrival/dismissal procedures, grading practices, and the spelling program. The overall summary is:
The document outlines classroom management policies for a 1st grade class, including positive behavior rules, incentives, consequences, attendance guidelines, arrival/dismissal procedures, grading practices, and an explanation of the spelling program.
Learning Objectives
At the end of this session you will be able to:
• Understand the concept of health and wellness.
• Understand the importance of a healthy environment for children in school.
• Develop and understand about pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among children.
• Develop life skills for achieving enhanced Learning Outcomes related to health and wellness.
So You’re a New Teacher??
How to Survive the First Years
“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
Learning Objectives
At the end of this session you will be able to:
• Understand the concept of health and wellness.
• Understand the importance of a healthy environment for children in school.
• Develop and understand about pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among children.
• Develop life skills for achieving enhanced Learning Outcomes related to health and wellness.
So You’re a New Teacher??
How to Survive the First Years
“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
Children spend more of their waking hours with their teachers than with their parents, so it's vital to consider the relationship between the most important adults in your child's life. Teachers can teach more effectively and children learn better when there is healthy communication between the home and the classroom.
Children spend more of their waking hours with their teachers than with their parents, so it's vital to consider the relationship between the most important adults in your child's life. Teachers can teach more effectively and children learn better when there is healthy communication between the home and the classroom.
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Download this eBook and learn:
• The three organizations that regulate call recording
• The serious penalties for illegal call recording
• The difference between “one-party” and “all-party” state laws
• Two ways to obtain consent
• When the Telemarketing Sales Rule applies
• When to avoid recording altogether
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Location of school, high quality education, class strength, staff qualification these are some points parents should consider when change of school for child.
Location of school, high quality education, class strength, staff qualification these are some points parents should consider when change of school for child.
Free, Cheap, & Easy! Technology Tools For Your Classroom
Today, technology tools for education abound! I’ll share what works for me in my classes. ClassDojo, Voki, Storybird, Padlet – just to name a few. What do they do? How can we use them in class? What secret jewels do you have to share with the group?
There are reasons why students display discipline and interrupt class, students are failing, and lack self-control, or can be bored. When some students perceive their teachers as being supportive, disruptive behavior decreases and the student’s perceptions of successful interactions with their teachers increases.
Choosing the right elementary school is crucial for your child's future success. It sets the foundation for their academic and social development, and helps shape their future. A good elementary education can provide your child with a solid foundation in core subjects, critical thinking skills, and social-emotional learning. It can also impact their future opportunities and career paths. Making the right choice for your child's elementary school can help ensure that they receive the best possible start in life.
Race Brook School Annual Report 2013 2014Lynn McMullin
The first 10 slides of this presentation are from a student presentation on PBIS given on December 9, 2013. The slides which follow are Principal Mike Gray's Annual Report also given the same night.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
5. In accordance with PBIS (positive behavior intervention support), a
campus behavior initiative, and to ensure the safety of you child, and
enhance their learning, the following rules will be enforced:
Be Safe- Keep hands and other objects to yourself; Walk everywhere;
Use tools correctly; provide a safe learning environment
Be Respectful- Listen while the teacher is talking; Follow adult
expectations; Respect other's belongings; Use kind words while
speaking to others
Be Responsible- Come prepared and ready to learn; Take ownership
and pride in what you do
Be cooperative-Be helpful and a team player; Allow everyone to
have a voice.
Do Your Best- Always try and never give up; Make good choices;
Come to school with a positive attitude.
We will be proactive in our classroom management by explicitly teaching, modeling
and practicing classroom expectations, and procedures during whole class, group,
and individual work time in accordance with the campus PBIS initiative.
6. Common Incentives-
Whole Class- kids vote and decide on specific, reasonable rewards for whole class positive behavior
(goal is set for specific amount to earn)Ex: pajama day, hat day, extra recess, book party, eat lunch with
teacher, etc.
Small Group- table groups earn points for positive behavior as a group, group that earns most points is
rewarded by teacher. Ex: eating lunch with teacher, trophy, treasure box
Individual- students earn stallion stars that correlate to other incentives. Ex: sit by friend for a day, treasure
box, bring toy out to recess.
Common Consequences-
Warning- redirection or reminder of classroom expectations
Teacher Conference- student and teacher privately discuss observed behavior and what the expected
behavior is
Removing from engaged negative behavior- student is moved to designated area to give them time to
think, reflect, cool off, etc. Student is still part of learning environment. Teacher follows up with teacher
conference.
Recess Consequence- student will select independent, physical activity for a specified amount of time.
Ex: walk red line, jumping jacks, cross midpoint with arms, etc.
Parent Communication- Parents are informed about classroom behavior through behavioral log in daily
folder. Parents are notified of the specific negative behavior that occurred in classroom.
Classroom Referral- used to document severe negative, physical, or verbal behavior. 3 classroom
referrals will equal an office referral.
Office Referral- 3 classroom referrals, severe physical or verbal behavior with intent to harm self or others,
or 3 red slips from cafeteria.
7. A successful school experience is the responsibility of the child, the
parent and the school. Your child's progress, both academically and
socially, is influenced to a great extent by daily participation.
Regular attendance without tardiness is key. School begins promptly
at 7:45am. Students that arrive after 7:45am will be counted tardy and
will sign-in on a tardy log in their classroom.
Students should arrive between 7:15 and 7:40am. Students should not
arrive prior to 7:15 AM since supervision by the school staff is not
available. No child or parent should be in the building before this
time. Parents must say their goodbye’s to children in the main
hallway. Parents are not permitted in grade level pods without signing
in at the front office.
If your child is ill, please call the office (512-704-0600) and inform us
of your child’s absence and the reason for it. This is for your child’s
safety. If a student must leave early for a doctor’s appointment, go to
the office to sign them out and they will call the teacher to send your
child to the office. We are unable to release a student without being
notified from the office. Never send another person to pick up your
child without informing the teacher or the secretary.
8. Car rider: on east side of the building. Students will be sitting by
grade level. Older siblings will be staying with their grade level.
Please have the car number clearly visible on the right corner of
the windshield.
Parent Pick-Up on side: Parents will park their cars in a parking
spot and walk up to the east side of the building to pick up their
child.
Walker/Bike Rider: Students leave the school through the east
side of the building and are either walking or riding their bikes
home.
School Bus: Students dismiss through the front of the school and
go home on a specific school bus. Please be sure to let your
child’s teacher know what bus he/she rides.
Daycare: Students will dismiss through the front of the
school and go home with a specific daycare.
YMCA: Students will dismiss to the cafeteria where the school
YMCA takes place.
9. In order to keep you better informed about your child's
progress, First grade uses the 4,3,2,1 grading system that
corresponds to the RRISD report card.
1-child exhibits skill/concept with direct guidance. If it is an area where
growth is needed then this is a skill/concept that will require greater
guidance from the teacher and more practice at home. However, there
may be some areas where a 1 simply means that the topic has just
recently been introduced and they are not expected to be beyond that
level yet. Please ask the teacher if you are concerned about your child’s
performance.
2-child exhibits skill /concept with minimal guidance. Throughout the
year most children require at least some degree of guidance from the
teacher on most skills and concepts so a score of 2 is quite reasonable to
expect in areas where your child is progressing at a reasonable rate
toward becoming independent by the end of the year. 2 is a score that
indicates your child is on-track to being successful with that skill or
concept at the expected pace. By the end of the year we should see 2's
growing into 3s and even 4s in some cases.
10. 3- child exhibits mastery of skill/concept (needs NO guidance) consistently There
may be some areas where a child has consistently exhibited mastery of a 1st grade
skill and is beyond needing guidance. These areas will be scored with a 3. It is
important to keep in mind that the child must be consistently exhibiting mastery of
the skill (without guidance) to get a 3.
4- child exhibits understanding beyond grade level expectation consistently To get
a 4 in any skill or concept your child must be consistently exhibit understanding
beyond the grade level expectation. The key words are "consistent" and "beyond."
Blacked Out This is intentional because at this point in the year we have not had a
chance to fully introduce, teach or assess these areas because they will be
addressed in the future. For example the "fractions" area is blacked out because as
a grade level the students have not yet had a chance to practice and
demonstrate mastery or independence with these skills yet. As the year progresses,
however, these skill will be practiced and assessed and will begin to appear as a 1,
2, 3, 4 on the report card.
Some major assignments/ short cycle assessments will have a grading scale of
100%. Students with a grade below 70% may be redone or retested for a maximum
new grade of 70%. If a student requires reteaching and retesting this may be
reflected on the report card, which is a grade based on a collection of data.
**This policy does not apply to district assessments/benchmarks.
11. 1. Build Community - The school should bring all learners together into a supportive community that
nurtures both the individual and the group. The community should permeate all possible spaces, in
the classroom, in the home and Online.
2. Encourage Critical Thinking - The school should actively encourage learners to think critically,
continually asking the question, "Why do we teach what we teach?"
3. Reward Risk Taking - The school should actively encourage learners to risk failure in the pursuit of
understanding.
4. Focus on all Learners - The school should surround the learner with ideas and information,
encouraging the learner to pursue a wide variety of paths to knowledge, and supporting the
personal growth for all who inhabit the community.
5. Value Diversity - The school should actively encourage and value the input of those both inside
and outside the community with a diversity of opinions and experiences. The school should
consistently check that it is inclusive and supportive of learners from diverse backgrounds.
12. 6. Nurture all learners - The school should provide opportunities and
encouragement for all members of the community including
teachers, students and parents to learn and grow.
7. Pursue Innovation - The school should actively explore, pursue and
assess new ideas and technologies, while always keeping the learner
at the heart of the pursuit.
8. Teach Empathy - The school should actively and explicitly teach
learners to think beyond themselves, encouraging students to value
kindness and generosity.
9. Break down the walls - The school should provide access and
opportunities for learners to reach outside the walls of the school to
the neighboring, national and global community.
13. Math consists of the following:
Math warm-up: building fluency, vocabulary,
instruction/practice with concepts not done through
problem solving (telling time to the hour on a clock)
Problem solving: problem of the day is read/introduced,
strategy and operation needed is not obvious or given by
teacher, two commonly graded problems a week
Share time: teacher and student led, share correct and
incorrect strategies (work through it together and clarify
misconceptions)
Assessments: summative assessments at the end of each
unit
14. Science and Social Studies consists of the following:
Alternate units
Mini Lesson: whole group
Guided practice
Independent practice: science notebooks (5E model),
social studies notebook, self generated experiments,
hands-on, connected to real world experiences
Assessment: summative assessment for each 9 weeks
15. Reading consists of the following:
Mini Lesson: teacher directed, whole class, modeling
or explicitly telling strategy or skill, students
discussing, students practicing, link to independent
learning
Independent reading, partner reading, guided
reading-by level, book clubs, strategy groups- by skill,
teacher observes and conferences (individual or small
group), assessment
Share out (student led or teacher led)
16. Writing consists of the following:
Mini Lesson: teacher directed, whole class, modeling
or explicitly telling strategy or skill, students
discussing, students practicing, link to independent
learning
Student generated work, teacher observes and
conferences (individual or small group), assessment
Share out (student led or teacher led)
17. This program is designed to help students gain a deeper understanding of word patterns.
Although spelling tests will be given at the end of each one-week unit, the focus of our
work is on helping students to master and identify word patterns in order to spell words
correctly in context. Students are not expected to memorize spelling list in isolation for
the test.
Each test will occur every Friday. Some of the beginning tests include pictures so that the
tests can be taken independently. Some of the more advanced groups will not have
pictures, but they will have to sort the words as part of the test.
You may notice your child getting credit for misspelled words. In some of the beginning
stages of spelling, the tests are only to check for the specific pattern. For example, a test
on digraphs may count “chez” correct for the word “cheese”. The correct spelling will be
noted for your child, but they will get a point for the correct pattern. This does not occur in
the later stages.
Your children have taken a spelling inventory assessment to put them into groups based on
their individual spelling needs at the end of 1st 9 weeks. During each one-week unit, the
groups will be working on sorts and word work each day that pertain to the particular
spelling pattern or skill that they are learning. Students will be working with many words
during each unit in addition to those on their list. It is important that students are learning
and using the patterns daily. Simply memorizing the list will not help them to apply the
pattern to other unknown words.
Spelling is reflected on the report card in terms of spelling in isolation and in their writing.
Therefore it is very important that they gain an understanding of words and their patterns.