Classroom expectations (without raising hands)
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To be successful in the class, students must bring required materials like a notebook, pencil, and calculator. They should be positive, responsible for their learning, engage in discussions, follow directions, and give maximum effort. Students should not talk over others, be tardy, cheat, or rely solely on memorization. The teacher encourages students to try new things, even if failure is possible, as long as they use common sense. In the class, all students are expected to sit up, listen, ask and answer questions, take notes, and look at the speaker.
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Classroom expectations
To be successful in the class, students should bring necessary materials like a notebook and pencil, be positive, and work to improve their intelligence through effort. The document outlines expectations for students, including being responsible for their own learning, participating in discussions, following directions, and giving their best effort. Students are instructed not to raise their hands unless told, show up tardy, cheat, or memorize facts. They are encouraged to try new things and always sit up, listen, ask and answer questions, take notes, and look at the speaker. Quality of work is emphasized over quantity.
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This document provides strategies for tutoring students with learning disabilities. It discusses issues that students with processing disorders or ADHD often have with math, such as difficulties with tasks requiring processing. It notes that students may struggle with the same concepts repeatedly and may become defensive when discussing math. The document also addresses reading comprehension challenges, such as students being unable to read textbooks or comprehend material. It provides strategies for tutors such as using text coding symbols to help students think about text as they read. Bloom's Taxonomy is also mentioned to help create higher-level thinking, though tutors are not expected to use it in sessions. An extra resource packet with tools like vocabulary word maps and A-Z listing is also referenced.
Test Taking Strategies
This document provides test-taking strategies for students. It discusses strategies for preparing for an exam such as bringing the proper materials, arriving early, and having a positive mindset. During the exam, it recommends techniques like brain dumping information, skipping questions that are unknown, and using process of elimination. The document also provides tips for multiple choice, true/false, fill-in-the-blank, and math/science questions. It discusses reflecting after the exam and using resources for support. The overall message is that learning from mistakes and maintaining a growth mindset are important for academic success.
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This document provides strategies and tips for preparing for tests and improving test-taking skills. It discusses developing a study plan such as attending all classes, starting early, and creating a regular study schedule. Effective study tools are suggested, including taking good notes, making mind maps and outlines, and collecting related materials. Different types of test questions like multiple choice, true/false, and essays are covered. The document also provides tips for the day of the test, such as time management, attempting all questions, and strategies for answering different question types. Post-test strategies are presented, such as reviewing questions and verifying answers. Test etiquette is also addressed.
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Expectations
The document outlines classroom expectations and policies for Ms. Mercer's 5th grade class. It details expectations for student behavior, including being prompt, prepared, polite, productive, and responsible. It also outlines rules regarding respect for self, other students, adults, and property. Consequences for violating rules include detention, calls home, or referrals. The document also addresses academic expectations like homework and grading policies.
Guide to Our Classroom
The document provides information about how to use the classroom for Ms. Mercer's 5th grade class at Nicholas Elementary. It details where important classroom materials are located such as the emergency folder, hall pass, cubby area for storing books, whiteboard with class points, bookcase with supplies and clipboards. It also notes where students can find the daily schedule, class rules, vocabulary words and classroom areas they need permission to access like the computers, sink and teacher area.
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The document outlines classroom rules, procedures, and an introduction to learning styles for Ms. Wolf's class. It includes rules about being on time, prepared, respectful, and staying on task, as well as procedures for entering the classroom, getting seated, and waiting for instructions. Students are assigned seats and will have a quiz on the rules, procedures, and objectives. The document then defines and gives examples of different learning styles and asks students to identify their own dominant style and explain why it applies to them in a ticket out the door.
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Classroom expectations
To be successful in the class, students should bring necessary materials like a notebook and pencil, be positive, and work to improve their intelligence through effort. The document outlines expectations for students, including being responsible for their own learning, participating in discussions, following directions, and giving their best effort. Students are instructed not to raise their hands unless told, show up tardy, cheat, or memorize facts. They are encouraged to try new things and always sit up, listen, ask and answer questions, take notes, and look at the speaker. Quality of work is emphasized over quantity.
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This document provides strategies for tutoring students with learning disabilities. It discusses issues that students with processing disorders or ADHD often have with math, such as difficulties with tasks requiring processing. It notes that students may struggle with the same concepts repeatedly and may become defensive when discussing math. The document also addresses reading comprehension challenges, such as students being unable to read textbooks or comprehend material. It provides strategies for tutors such as using text coding symbols to help students think about text as they read. Bloom's Taxonomy is also mentioned to help create higher-level thinking, though tutors are not expected to use it in sessions. An extra resource packet with tools like vocabulary word maps and A-Z listing is also referenced.
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This document provides test-taking strategies for students. It discusses strategies for preparing for an exam such as bringing the proper materials, arriving early, and having a positive mindset. During the exam, it recommends techniques like brain dumping information, skipping questions that are unknown, and using process of elimination. The document also provides tips for multiple choice, true/false, fill-in-the-blank, and math/science questions. It discusses reflecting after the exam and using resources for support. The overall message is that learning from mistakes and maintaining a growth mindset are important for academic success.
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This document provides strategies and tips for preparing for tests and improving test-taking skills. It discusses developing a study plan such as attending all classes, starting early, and creating a regular study schedule. Effective study tools are suggested, including taking good notes, making mind maps and outlines, and collecting related materials. Different types of test questions like multiple choice, true/false, and essays are covered. The document also provides tips for the day of the test, such as time management, attempting all questions, and strategies for answering different question types. Post-test strategies are presented, such as reviewing questions and verifying answers. Test etiquette is also addressed.
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The document outlines classroom expectations and policies for Ms. Mercer's 5th grade class. It details expectations for student behavior, including being prompt, prepared, polite, productive, and responsible. It also outlines rules regarding respect for self, other students, adults, and property. Consequences for violating rules include detention, calls home, or referrals. The document also addresses academic expectations like homework and grading policies.
Guide to Our Classroom
The document provides information about how to use the classroom for Ms. Mercer's 5th grade class at Nicholas Elementary. It details where important classroom materials are located such as the emergency folder, hall pass, cubby area for storing books, whiteboard with class points, bookcase with supplies and clipboards. It also notes where students can find the daily schedule, class rules, vocabulary words and classroom areas they need permission to access like the computers, sink and teacher area.
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The document outlines classroom rules, procedures, and an introduction to learning styles for Ms. Wolf's class. It includes rules about being on time, prepared, respectful, and staying on task, as well as procedures for entering the classroom, getting seated, and waiting for instructions. Students are assigned seats and will have a quiz on the rules, procedures, and objectives. The document then defines and gives examples of different learning styles and asks students to identify their own dominant style and explain why it applies to them in a ticket out the door.
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The document provides tips for effective studying at home and in class. It recommends having a dedicated study space at home that has adequate lighting, storage, a comfortable chair and temperature, and is free from distractions. In class, it suggests participating by being prepared, listening to others, asking relevant questions, and not taking disagreements personally. High performing students are described as eager to learn, enthusiastic, responsible with assignments, organized with time management, and ambitious with a growth mindset. Tips for studying a difficult chapter include reading introductions and summaries, taking notes, looking up unknown words, and reviewing highlighted points.
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The document provides tips for effective study and learning based on ancient Indian perspectives and Einstein's views. Some key points include:
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- Details on how to implement an approach called "POSE, PAUSE, Pounce, and BOUNCE" to encourage higher-order thinking through questioning.
- Examples of question types from recall to evaluation using the story of Goldilocks and the Three Bears.
- Instructions for teachers to develop their own questioning idea to share on the training blog.
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This document provides strategies and tips for preparing for and taking reading exams. It includes directions for an index card exercise. Various exam formats are discussed, like true/false, matching, and multiple choice questions. Strategies are presented for each type, such as looking for qualifying words in true/false and eliminating alternatives in multiple choice. The document also covers essay exams, including outlining answers, using examples, and managing test anxiety.
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This document provides advice and tips for students continuing their education. It discusses [1] learning to juggle multiple responsibilities like coursework, finances, and family. It emphasizes [2] setting priorities and keeping goals in sight to successfully handle challenges. Finally, it provides [3] specific strategies for time management, procrastination, note-taking, listening skills, and overcoming challenges as a non-native English speaker.
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The document provides tips for preparing for and taking tests. It recommends reviewing all materials and directions carefully. When taking the test, it suggests starting with easy questions first, skipping ones you're unsure of to return to later, and avoiding negative self-talk. For essay exams, it advises planning your time, answering all questions, and using transitions and precise language in writing the essay. The key is to read all instructions thoroughly and use strategies tailored to the test format.
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This document outlines the rules and expectations for a media studies class. It introduces the teacher, Miss Connell, who has 10 years of experience and a successful track record of getting students high marks. The document then provides instructions for students to complete homework on horror subgenres, poster conventions, and sketches for their poster ideas. It explains the course structure will involve an essay, research and planning, creating a poster, and providing an evaluation. Students are expected to meet deadlines, accept sanctions, and do their best work.
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- Courses involve carefully selected topics from many books and a professor's experience, taking into account career relevance. Follow the professor and ask questions.
- Effective learning involves revising topics over several days, teaching concepts to others, and constantly questioning to deepen understanding.
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The document provides test-taking strategies for multiple choice, true/false, short answer, and essay questions. It advises getting sleep and eating breakfast before a test. When taking the test, preview the entire test and read directions carefully. For multiple choice questions, eliminate incorrect answers and go with your gut if uncertain. True/false questions should never be left blank, and look for qualifiers in the statement. Short answer questions may receive partial credit depending on key details provided. Essay questions should be outlined with notes and watch the time limit. Quantitative questions should show work and write down formulas provided. Overall, students should relax during the test.
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The document discusses different learning styles and strategies. It provides a self-assessment test to determine if a person is more of an A-type or B-type in several categories: extravert/introvert, sensor/intuitive, thinker/feeler, judger/perceiver, and worker/player. It then provides descriptions and recommendations for each type to help individuals understand their natural strengths and weaknesses when it comes to taking in and processing information. The overall message is that understanding one's own learning style can help maximize learning and academic success.
Learning Styles (1) (1).pptx
The document discusses different learning styles - visual, auditory, and tactile. Visual learners learn best through pictures and diagrams. Auditory learners prefer hearing information spoken. Tactile learners like using touch to take in information. The document provides tips for different learners on how to study effectively based on their preferred learning style. It emphasizes the importance of understanding one's own learning style and being flexible to use different styles.
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This classroom management plan outlines Amy's expectations for her science class. She will focus on pursuing knowledge through asking questions and collaboration. Students are expected to respect others, be prepared, on time, and focus on class without distractions. Procedures are outlined for arriving late, bathroom breaks, problems, absences, assignments, and lab safety. Amy will engage students through lectures, labs, questions, homework and exams. Consequences for misbehavior are also detailed.
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2) Don't surprise parents with serious concerns, use jargon, focus only on behavior, bluff about not knowing answers, or be confrontational.
3) Do listen to parents and respect their role in supporting their child's learning at home between meetings.
Peter Harwood and Jo Harwood, What is a good learning environment?
A good learning environment provides students with the right to both teach and learn. It aims to light a fire of learning rather than simply fill students with information. A successful lesson occurs when effective learning takes place. The role of the librarian is to welcome students, engage them early, have high expectations, and end lessons with reflection. The physical library space and use of mutual respect, positive reinforcement, and non-verbal communication can also support effective learning. Questioning students in a way that prompts, supports, and encourages without confrontation is important.
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The document discusses learning styles and provides suggestions for teaching students with different learning preferences. It defines three main learning styles: visual, auditory, and tactile/kinesthetic. Visual learners learn best through seeing, auditory learners through listening, and tactile/kinesthetic learners through moving, doing, and touching. It recommends that teachers use a variety of teaching methods to engage students with different strengths, like allowing movement for tactile learners or discussing texts for auditory learners.
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Classroom expectations (without raising hands)
- 1. How to be a student in my class
- 2. To be successful… Bring necessary materials. You always need: Notebook Pencil Calculator or similar device Be positive Be smart Smart is something you get, not something you are…
- 3. Forgetting Curve… We’ve discussed this already, but I don’t want you to forget the forgetting curve!
- 4. Do… Be responsible for your learning Share your personality and sense of humor Ask questions Follow directions Be respectful Engage in discussion every day Give maximum effort Learn a lot
- 5. Do not… Talk while others are talking. Everyone will be given explicit directions Everyone will participate Show up tardy to class 4 tardies = 1 detention in our class Have a good reason and explain wisely Cheat, lie, or show other forms of dishonesty No one wins from these actions Memorize facts
- 6. Try… Everything Especially if failure is an option Use common sense when you try something new, but give it a go…why not?
- 7. In my class…EVERYONE Needs to sit up and look smart (what does that look like?) Listen (teacher/peers) Ask/Answer when given the opportunity Nod and take Notes Look at whoever is speaking
- 8. Things to consider… Quality vs. Quantity I do, We do, Ya’ll do, You do Get your mind right Ask for feedback…you need this like a turtle needs it’s shell mrjackson7.weebly.com This site will save you throughout the trimester