Rules Intermediate

The document outlines rules and procedures for students in Ms. Mercer's computer lab class at Oak Ridge Elementary School. The six main rules are to be respectful of computers, keep personal information private, work together and help each other, do your best work, only go where the teacher directs, and learn and have fun. It also details expectations for lining up, sitting on the carpet, going to and working at computers, asking for help, and what constitutes an emergency.

Rules Primary Light

Ms. Mercer outlines six rules for students using the computer lab: 1) be gentle with computers, 2) do not share personal information online, 3) work together and help each other, 4) always try your best, 5) only go where the teacher sends you, and 6) learn and have fun. She also provides procedures for entering and exiting the room, going to computers, asking for help, and what constitutes an emergency. Helpers are chosen by the teacher to assist others using words only.

Rules Primary

The document outlines 6 rules for students to follow when using the computer lab: 1. Be respectful of computers and do not share personal information online. 2. Work together and help each other. 3. Try your best and do good work. 4. Only go on sites the teacher approves of and ask for help if lost or unsure. 5. Learn and have fun. 6. Follow directions from the teacher and rules of the lab.

Rules Primary

Prairie Grove High School

The document provides rules and procedures for students in the computer lab at Oak Ridge Elementary School. It outlines six rules for student behavior, including being nice to computers, not sharing personal information online, working together, doing their best work, only going where the teacher sends them, and learning and having fun. It also details procedures for entering and exiting the room, going to and working at computers, asking for help, and what constitutes an emergency. Helpers are chosen by the teacher and are expected to use words and not touch keyboards.

Computer Lab Expectations

jaimejoyh

This document provides information and rules for students in a computer technology class. It outlines procedures for fire drills and lockdowns, seating assignments, lab rules about respecting others and following directions, and rules about food, gum and candy not being allowed. It also details logging on procedures, caring for computer spaces, what topics will be covered like computer parts and programs, and consequences for repeated rule violations. The overall message is to provide a safe and productive learning environment for students to learn computer skills.

Nine Dots

Kassie Kasselman

The document presents a puzzle asking the reader to connect 9 points using only 4 lines without lifting their pen or doubling back on any lines. It then shares the solution of 1-2-3-4 and encourages the reader to reflect on how they approached solving the puzzle and any limitations they may have imposed on themselves. It suggests looking beyond current definitions and boundaries to find alternative perspectives and solutions.

Orientation Summer school Powerpoint 2014

lisawhipp

Lisa Whipp teaches Algebra 1 and 2 during the regular school year and is available to help students during summer school via in-person lab hours on Mondays and Wednesdays at Eastvale High School as well as virtual hours. Students are expected to work independently online for 5 or more hours daily to complete the course by deadlines of June 30th if taking two classes or July 22nd. Whipp provides contact information and encourages students to reach out for help, check messages daily, and follow directions carefully to successfully complete the online algebra course over the summer term.

This document provides an orientation for new computing students at St Margaret's Campus. It outlines expectations for students and support services provided. Key points include clear guidance on course requirements, assignments being marked promptly with feedback, and approachable staff knowledgeable in their subjects. Students are expected to attend regularly, meet deadlines, and respect facilities. Classroom etiquette and health and safety procedures like evacuating calmly in a fire are also covered. Any accidents must be reported to reception.

Algebra 1 First Day

Mr. Hubbard outlines his expectations for students in his Algebra 1 class. Tests and quizzes will count for 75% of the grade while homework makes up 25%. Students must pass the End of Course exam to pass the class. The teacher's goal is for all students to score proficient or advanced on the exam. Students are expected to respect others, the classroom, and class time. Consequences are outlined for missing work or not following expectations.

Welcome To The Computer Lab

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The document provides information about rules and expectations for students in the Computer Lab at Centreville School. It outlines the teacher's pledge to students to respect them and help them learn. It lists expectations for student behavior, including being prompt, prepared, polite, productive, and problem-solvers. Consequences are explained, such as earning points for good behavior to receive free time for educational activities. The document also gives instructions for using computer equipment and network drives.

Welcome

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The document provides instructions and rules for students using the computer lab. It outlines what students should bring, printing procedures, lab entry procedures, rules about food/drink and personalizing computers. It also lists consequences for not following rules, from verbal warnings to losing computer privileges for the day. The goal is to ensure students respect equipment, others, and have a positive learning experience in the lab.

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Here is a 3 sentence summary: The document provides tips for effectively managing a classroom in a computer lab setting such as having backup plans, engaging students with interesting assignments, clearly explaining expectations for behavior and equipment use, monitoring students closely, and addressing any issues immediately. Teachers are advised to be prepared with alternate activities, enforce rules to prevent damage to equipment, and not allow students to distract or bully the teacher.

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The document provides guidance on how to create a respectful ("Manaaki") learning environment through respecting yourself, others, and the environment. It suggests being on time and prepared, doing your best work, helping your teammates, and completing homework. It also advises respecting and listening to your teacher, not distracting others, keeping the classroom tidy, treating furniture with care, and using equipment properly. The overall message is that showing respect for yourself, others, and the environment creates a positive learning space.

Lab Rules

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Welcome

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Year 2 students will take 7 units over the course of the year including Experimental Photography, Social Action, Critical Approaches, Writing Copy, Production Management, Page Layout and Design, and Design for Advertising. They will have 3 main tutors and complete 2-3 units at a time. Work experience is required if not going to university. Tutorials will now be group sessions. Students are expected to arrive on time, attend all lessons, avoid distractions, and follow the disciplinary process. The first term will focus on target grades, photography, critical approaches, and the UCAS application process.

Classroom Management New Teachers

jcordovasjsd

This document provides tips and strategies for effective classroom management. It discusses building community by including students in creating rules and norms. Teachers should also create varied communication channels, remain calm, fair and consistent with procedures. Consistency involves enforcing consequences and following routines like starting and ending class on time. Addressing conflicts quickly through 30-second interventions can help defuse situations. Proximity to students helps maximize engagement and learning. Integrating positive rituals and partnering with parents also supports good management. Effective teachers are reminded they will not always feel in control and should ask for help from colleagues.

Welcome letter

Michelle New

This document provides information from Mrs. Strickland about her Spring 2017 Geometry course. It includes her contact information and office hours. It outlines the academic policies regarding plagiarism, conduct, attendance, and withdrawals. It provides details about course requirements, technologies needed, grading policies, pacing, and the final exam. The goal is to ensure students have the resources and understanding to be successful in the online course.

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Gretchko Discipline Plan

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This document outlines a positive behavior support plan for a school with 4 levels of consequences for inappropriate behavior. The plan is intended to be implemented school-wide to provide consistency. It describes common language to use when addressing behaviors, consequences at each level which include verbal warnings, loss of privileges, buddy teacher time, and calls to an on-call teacher. Office referrals are reserved for aggression or continued non-compliance. Data will be collected to help support students needing more assistance.

Final pp

The document outlines various classroom policies for preschoolers, including rules for sharing toys, food, and drinks. It explains that sharing shows care and friendship but that some items should not be shared to avoid germs or hazards. Bathroom, snack, circle, and play rules are also listed, emphasizing handwashing, clean-up, and listening. The overall goal is for children to learn through playful fun.

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The document outlines various classroom policies and rules for preschoolers, including how and with whom to share toys and snacks, bathroom etiquette, and guidelines for circle time and snack time. It encourages sharing with friends and family but not with strangers or younger siblings in some cases. Rules are established for running, yelling, hitting, and remaining seated during certain activities. The overall message is that preschool is about learning through play and having fun.

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This document appears to be a portfolio summarizing a student's experience with various topics in an Algebra course. It consists of brief reflections on different lessons, with some topics like inequalities, factoring, and word problems noted as giving the student difficulties, while other topics like systems of equations and functions are described as easier to understand. The final lesson, linear programming, is characterized as the most complicated since it combines multiple prior concepts, though the student feels they can understand it even if it takes more time and practice to fully solve such problems.

Ict I rules

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Mrs. Spille welcomes students to ICT I and shares her goals of teaching students to use technology effectively, helping them think and learn, and having fun. The document outlines five rules for using the computers respectfully and properly, including not changing backgrounds, downloading files, or having food or drink near the computers. It provides classroom procedures such as taking a computer from the cart, finding a seat, logging on and off, and closing lids when the teacher is giving instructions.

SYNTAX (II Bimestre Abril Agosto 2011)

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Synthesis Retail Solutions provides hardware and software solutions for retailers. It developed the Bricks & Clicks concept to integrate traditional and new digital sales channels like e-commerce and mobile commerce. Synthesis' Retail Solutions software automates retail business rules and data across different sales channels, from physical stores to kiosks and online/mobile commerce. It allows centralized management of promotions separately from point-of-sale systems.

Testing

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This course is about English syntax and sentence structure. It will introduce students to the study of syntax, which examines how words are combined to form phrases and sentences. The course will analyze sentence structure, identifying the different parts of sentences and how they are arranged and relate to each other. Students will be assessed through an entry quiz and other assignments that evaluate their understanding of syntax and ability to analyze sentence structure.

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This document discusses syntax and the structure of words. It explains that words can be classified into open word classes, which have many members and include nouns, verbs, adjectives and adverbs, and closed word classes, which have fewer members and include prepositions, conjunctions and pronouns. It also discusses derived words, which are formed by adding affixes, versus non-derived words. Additionally, it covers the different types of adjectives, including attributive adjectives that modify nouns and predicative adjectives that function as predicates in sentences. Examples are provided to illustrate these syntactic concepts.

What's hot

Induction presentation 2011-12

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Welcome

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Final pp

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What's hot (17)

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The document provides an overview of English syntax. It discusses key concepts like heads and modifiers in phrases, constituent structure, different types of constructions including active and passive voices, word classes, verbs and their subcategorization, clauses, and sentence structure. The summary focuses on the main topics and organization of the document to give a high-level understanding in 3 sentences: The document introduces concepts of English syntax including heads and modifiers in phrases, constituent structure, word classes, verbs and their subcategorization, clauses, and sentence structure. It discusses the formation of phrases, clauses, and sentences from smaller linguistic units. The document also covers different types of syntactic constructions and how they can be transformed between active and passive voices.

Analysis of Grammatical Structure

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yvanschaik

This document provides an introduction, aims, video, exercises and conclusion for a lesson on quantifiers. The lesson aims to teach what quantifiers are and their uses, the difference between countable and uncountable nouns, and how to apply different quantifiers in various contexts. It includes exercises to practice applying quantifiers correctly in sentences and identifies the key things students should know by the end of the lesson.

Syntax

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This document provides an overview of syntax, including different types of adjectives, adverbs, clauses, and transformations. It defines key syntactic concepts like modification, constituents, coordination, subordination, and relative clauses. It also describes different types of adjectives, adverbs, clauses and their functions in sentences. Finally, it briefly discusses structural description, structural change, and some common transformation rules.

Ch 4.2 Word classes and Syntax

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1. The document discusses the word class of pronouns, including different types of pronouns like personal, possessive, reflexive, and indefinite pronouns. 2. It also covers other closed word classes like conjunctions, prepositions, and determiners. Conjunctions join parts of sentences, prepositions show relationships between words, and determiners precede nouns. 3. The document examines syntax and sentence structure, including main and subordinate clauses, and simple, compound, complex, and elliptical sentences. It identifies the four sentence types: declarative, imperative, exclamative, and interrogative.

Kinds of sentences; compound sentences

Festa Shabani

Compound sentences consist of two or more independent clauses joined by coordinators like and, but, or. There are three types of compound sentences: copulative sentences join clauses that add information; adversative sentences join contradictory clauses; and alternative sentences offer a choice between clauses. The order and meaning of the clauses can change depending on semantic features like chronology, consequence, contrast, or correction.

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Error correction

Yudhie Indra

Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.

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Predicates and Quantifiers

blaircomp2003

This document discusses predicates and quantifiers in predicate logic. It begins by explaining the limitations of propositional logic in expressing statements involving variables and relationships between objects. It then introduces predicates as statements involving variables, and quantifiers like universal ("for all") and existential ("there exists") to express the extent to which a predicate is true. Examples are provided to demonstrate how predicates and quantifiers can be used to represent statements and enable logical reasoning. The document also covers translating statements between natural language and predicate logic, and negating quantified statements.

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Error correction

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The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.

Error correction slideshare

Dorna Golshani

This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.

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This document outlines the rules and procedures for students in the Ray Miller Elementary Computer Lab. It provides general rules about following directions, keeping hands and feet to oneself, raising hands, and walking. It also lists do's and don'ts, such as staying seated and not making noises. The document instructs students on taking care of equipment, bathroom breaks, posture, headphones, problems, internet use, and closing procedures. Consequences are explained for inappropriate behavior.

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The document outlines 5 rules for students to follow in the technology lab: 1) Be gentle with computers, 2) Do not share personal information online, 3) Only go where the teacher sends you online, 4) Always do your best work, and 5) Learn and have fun. It also lists expectations for student behavior in the lab such as sanitizing hands, sitting quietly, and asking for help respectfully if needed. The goal is for students to have a great year learning technology skills in a safe and respectful environment.

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The document outlines best teaching practices to improve classroom discipline, including alternatives to suspension, pre-emptive measures, teacher support programs, nutrition programs, detention, assemblies, and supervision. It specifically discusses Ms. Garcia and Ms. Zepeda's use of CHAMPs (a classroom management method) which includes clear expectations, attention signals, and behavior monitoring charts. The document emphasizes establishing routines, positive reinforcement, clear communication with parents, and treating students with respect.

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The document outlines the rules for students in Mrs. Glenboski's computer lab. Rule One is to be gentle with computers and equipment, print only with permission, and keep work areas neat. Rule Two prohibits spinning in chairs and requires sitting up facing monitors. Rule Three bans non-approved websites, email, chatting, and sharing personal information. Rule Four encourages helping others politely and keeping hands on one's own computer. Rule Five is to learn and have fun. Students are expected to be safe, responsible, and respectful. Procedures like raising color-coded charts for help and cleaning up at the end are also outlined.

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The document provides a list of classroom rules for middle school and high school students. It begins with strategies for effective rule-setting, focusing rules on positive behaviors and using action verbs. The bulk of the document then lists over 40 specific rules covering respecting others, participation, equipment use, behavior, assignments, attendance, and dress code. It concludes with enforcing the rules through warnings and escalation, as well as considering alternative democratic rule-setting and the teacher's role in addressing misbehavior.

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The document outlines an assertive discipline approach for teachers with 8 steps: 1) Dismiss excuses for misbehavior. 2) Decide on clear rules with student input. 3) Determine consequences for rules violations that become more punitive. 4) Determine positive consequences for good behavior. 5) Inform students of the new system. 6) Have students sign rules forms. 7) Immediately implement the system. 8) Learn assertive discipline techniques like communicating expectations clearly and praising compliant behavior.

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This document outlines Coach Tomes' expectations for students. It discusses policies around being on time, dress code, cell phone use, and classroom behavior. Students are expected to show success, energy, have necessary materials, act immediately when asked, be respectful, keep organized, listen, have self-esteem, and smile. The document warns against "being a squirrel" which means not sitting still, making messes, taking things, getting into places one shouldn't, vandalizing, making noises, making foolish decisions, and never sitting still. Being a squirrel will result in not graduating and having bad things happen.

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Which Represents Your Brain And Intelligence

Marshmallows

The Marshmallow Study tested children's ability to delay gratification by leaving them alone in a room with a marshmallow and seeing how long they could wait before eating it. Some children were able to wait longer by using strategies like imagining the marshmallow was something else, distracting themselves with other activities, or using self-talk. Regular exercise and practicing attention and observation skills through tasks like puzzles can also help increase self-control. In a later study, children who previously couldn't wait 60 seconds were able to delay eating for 15 minutes using these mental strategies to control their attention and thoughts.

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