Expectations

Mrs. Spears' 10th Grade English Language Arts ===Expectations ===
 * For each instructional mode, I have compiled a corresponding set of desired behaviors from students. These expected behaviors are crafted to apply to a specific set of learning activities. In addition, I have detailed my expectations for the transitions between the modes.
 * By understanding and observing the following expectations, students will learn how to be successful in my classroom and in a variety of situations common to both the private and professional sectors.
 * Students will be given direct instruction on all classroom expectations, as detailed below.
 * My expectations for student behavior are organized into the following categories: Transitions, Whole Group Learning, Independent Learning, and Small Group Learning.


 * Transitions **
 * As with all my classroom Expectations:
 * I will keep the following graphic posted to the Instructional Wall for at least the first grading period-longer if necessary.
 * I will also display this graphic on the overhead projector as I teach these expectations, and if students become remiss in meeting these guidelines.
 * I will give students direct instruction on how to meet my expectations.
 * I will model the correct way(s) to meet these expectations.
 * I will choose student volunteers to role-play the correct and incorrect way to meet each expectation.
 * I will have students practice transitioning to and from activities in all instructional modes.
 * I will have groups compete for the best transitions, a Transition Olympics if you will, and award prizes in each category.
 * After initial training, I will periodically award the groups who transition best with the privilege of being dismissed first. Conversely, those who transition the worst, will be dismissed last.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Within the first few weeks of the school year, I will test students on my expectations of their behavior during Transitions.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">During the initial instruction of expectations, I will issue warnings to students who do not adhere to the above guidelines.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">After students have been instructed on, practiced, and been tested on these expectations, I will advise them that the consequence for not following our Classroom Transition Expectations, will require them to stay after class:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">mild infractions = 30 seconds after class
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">multiple infractions = up to 2 minutes after class
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">disruption of class or other severe infractions = 3 minutes after class

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Whole Class Learning **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">As with all my classroom Expectations:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will keep the following graphic posted to the Instructional Wall for at least the first grading period-longer if necessary.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will also display this graphic on the overhead projector as I teach these expectations, and if students become remiss in meeting these guidelines.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will give students direct instruction on how to meet my expectations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will model the correct way(s) to meet these expectations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will choose student volunteers to role-play the correct and incorrect way to meet each expectation.




 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Within the first few weeks of the school year, I will test students on my expectations of Whole Group Behavior.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">During the initial instruction of expectations, I will issue warnings to students who do not adhere to the above edicts.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">After students have been instructed on, practiced, and been tested on these expectations, I will advise them that their behavior will be officially graded and recorded in my grade book.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">For details on how I will grade behavior, please see the Whole Group section on the Grading page.

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Independent Learning **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">As with all my classroom Expectations:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will keep the following graphic posted to the Instructional Wall for at least the first grading period-longer if necessary.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will also display this graphic on the overhead projector as I teach these expectations, and if students become remiss in meeting these guidelines.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will give students direct instruction on how to meet my expectations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will model the correct way(s) to meet these expectations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will choose student volunteers to role-play the correct and incorrect way to meet each expectation.




 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Within the first few weeks of the school year, I will test students on my expectations of Independent Learning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">During the initial instruction of expectations, I will issue warnings to students who do not adhere to the above guidelines.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">After students have been instructed on, practiced, and been tested on these expectations, I will advise them that their behavior will be officially graded and recorded in my grade book.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">For details on how I will grade behavior, please see the Independent Learning section on the Grading page.

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Small Group Learning **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">As with all my classroom Expectations:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will keep the following graphic posted to the Instructional Wall for at least the first grading period-longer if necessary.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will also display this graphic on the overhead projector as I teach these expectations, and if students become remiss in meeting these guidelines.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will give students direct instruction on how to meet my expectations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will model the correct way(s) to meet these expectations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will choose student volunteers to role-play the correct and incorrect way to meet each expectation.




 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will teach students the responsibilities associated with each group role: Facilitator, Speaker, Recorder, Time Keeper, and Materials Keeper . <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will form groups and be given ample opportunity to practice each role.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Within the first few weeks of the school year, I will test students on both my expectations of Small Group Learning and the responsibilities associated with each role.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">During the initial instruction of expectations, I will issue warnings to students who do not adhere to the above edicts.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">After students have been instructed on, practiced, and been tested on these expectations and the responsibilities associated with each role, I will advise them that their behavior will be officially graded and recorded in my grade book.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">For details on how I will grade behavior, please see the Small Group section on the Grading page.