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NEW TEACHER NOTEBOOK

Your District New Teacher Mentor.............................................................................................2
Your Peer Collaborator or On-Site Mentor...............................................................................3
Organize the Classroom..................................................................................................................5
Organize Your Personal Area.........................................................................................................6
Organize Your Course Materials...................................................................................................8
Organize Yourself.............................................................................................................................10
Outside the Classroom.....................................................................................................................11
Class XP Checking Attendance & Written Copy of Attendance...........................................12
Agenda for Day One.........................................................................................................................13
Sample Student Information Sheet............................................................................................14
Sample Communication Log.............................................................................................................15
Sample Parent Information Sheet ..............................................................................................16
Communicating With Parents.........................................................................................................17
Sample Conversation Scripts and Forms....................................................................................19
Preparing an Effective Classroom Management Plan ..............................................................22
Procedures Establish a Learning Environment..........................................................................23
Sample Procedures...........................................................................................................................24
Sample Privilege Passes...................................................................................................................26
Sample Procedures Activity Sheet..............................................................................................28
Hints for Creating a Learning Environment...............................................................................29
When a Disruption Occurs – Discipline.......................................................................................31
When a Student Chooses to Be Disruptive, Be Disobedient, or Disobey..........................32
Conferencing with Students..........................................................................................................33
Planning Lessons.................................................................................................................................34
Assessment of Student Learning.................................................................................................37
Reading and Writing Strategies ..................................................................................................38
Ideas From First-Year Teachers ................................................................................................41
Preparing for a Substitute Teacher............................................................................................45
Sample Substitute Information Sheets.....................................................................................46
SubFinder Information...................................................................................................................51
Web Sites...........................................................................................................................................54
Your District New Teacher Mentor
• The teacher/district mentor relationship is completely confidential.
• Your district mentor is not part of your evaluation team but can assist you in preparing
your long-range plans and unit work sample.
• You may discuss the results of your evaluations with your mentor in order to use those
evaluations as a tool for continuous improvement.
• You may call or email your mentor at any time.

Your New Teacher Mentor will…
• advise you on classroom arrangements
• help you locate others in your school or the district who can answer your questions
• assist in locating instructional resources and materials as needed
• help you reflect on your teaching and celebrate your successes
• model teach to demonstrate instructional strategies
• co-teach with you
• assist with long range, short range, and daily lesson planning
• review lesson planning and pacing with you
• conduct regularly scheduled conferences with you to provide opportunities to reflect
and problem solve
• serve as a content resource for you and ensure content is accurate and appropriate
• assist you in developing engaging instructional activities that are based on state
standards
• assist you in establishing classroom management procedures, creating a positive
classroom environment
• assist you in establishing parent communication and conference with you prior to parent
conferences if needed
• observe your teaching on a regular basis and provide written feedback
• assess professional growth on a regular basis to ensure teachers are experiencing
success
• help you set up and reflect on observations of veteran teachers
• review ADEPT requirements with you
• assist you with classroom management strategies
• reflect with you on lessons you have taught
• help you set personal and professional goals
• provide encouragement and support throughout the year
• provide staff development at monthly induction meetings
• assist with preparation for PACT, EOCT, and other exams
• plan monthly support meetings with teachers
• provide summer staff development

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Your Peer Collaborator
• A peer collaborator will be assigned to you at your school. This teacher can help you
find materials and supplies in your school as well as introduce you to the school’s
culture (and tell you how to work the photocopier). Your peer collaborator can share
ideas for classroom management, working with parents, and motivating students. He or
she can also direct you to others in the school or district who can answer specific
questions.
• You and your peer collaborator are required to complete a checklist of important topics
and submit it to your building principal. See next page for a sample.
• Let your mentor know who has been assigned as your peer collaborator.
• Get a phone number for your peer collaborator.
• If your peer collaborator does not teach the same subject or courses that you teach,
develop a professional friend who is willing to share sample lessons and resources.
• You are a professional educator and your peer collaborator is a colleague. He or she
should not do your work for you or serve as a teacher’s aide.
• Although the teacher / district mentor relationship is completely confidential, this may
not be the case with the teacher / peer collaborator.
• If your peer collaborator does not contact you regularly, it is OK for you to send an
email to him/her at the end of each month to ask if there is anything special you
should know about for the coming month. After the beginning of the school year, your
peer collaborator may forget to inform you of special traditions at your school. (field
day at middle schools? t-shirts? lunch?)

Part of the induction program is to have new teachers observe veteran teachers. You
can learn a tremendous amount by watching the way other teachers instruct, relate,
discipline, and inspire students. You are expected to do at least four observations this
year. Each school will have a procedure for scheduling these observations. Find out how
these observations will be scheduled. If you would like to observe a specific teacher, you
may have the opportunity to request it.

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SCHOOL ORIENTATION CHECKLIST
Please note: The peer collaborator assigned to each new teacher by his/her
principal will review, clarify and assist the beginning teacher in the following areas:
Teacher Responsibilities Student Procedures
___ Accidents/ injuries / emergency medical assistance ___ Absences / tardies
___ Appropriate Teacher attire ___ Car riders / bus riders
___ Benefits - Human Resources Department ___ Changing classes
___ Curriculum Guides and Content Standards ___ Computer usage in the school
___ District/state curriculum standards ___ Early dismissal
___ Duties (Bus, Lunch) ___ Fees (collecting and turning in to bookkeeper)
___ Extra-curricular activities ___ Internet Acceptable Use Policy
___ Evaluations ___ Teaching Religion
___ Faculty parking and parking stickers ___ Medication / health room
___ Home-bound instruction ___ Student activities / extracurricular activities
___ Integrade Pro – computerized grading program ___ Students arriving prior to the opening of school
___ Internet Use – email, web sites ___ Telephones – classroom and office
___ Keys to classroom, school ___ Textbooks (lost textbook)
___ Lesson Planning:
• Long range Classroom Procedures
• Short range ___ Assembly programs / pep rallies
• Daily ___ Attendance (XP program and directions)
• Emergency ___ Bell Schedules
___ Leave policies - Absences, Sick Leave, Sub Finder ___ Cafeteria (supervision, schedule, cost and forms)
___ Legal responsibilities (child abuse, neglect) ___ Classroom management procedures
___ Locks and lockers where applicable ___ Collecting money / bookkeeping procedures
___ Maintenance needs ___ Discipline policy and referrals
___ Meetings (faculty, district, in-service) ___ Dismissal
___ Open House/Orientation/Report card night ___ Emergency procedures
___ Parent conferences ___ Field studies
___ Picture ID ___ Grading scale / report cards
___ Professional organizations ___ Guidance services
___ School communication network/mail/ email/ v mail ___ Homeroom procedures
___ School Supplies – what is provided /location ___ Homework policy
___ Sign-in and sign-out procedures ___ Interim reports / Homework hotline
(teacher arrival/dismissal times ___ Requesting special services
___ Support organizations (PTA, SIC, Foundation) ___ Safety plan
___ Substitute teacher procedures ___ State and district testing – See calendar for dates
___ Teacher and student handbooks
___ Teaching assistants where applicable

Organization
___ Administrative team (chain-of-cammond)
___ Computers, Smartboards, Overheads, Computer Labs Teacher Signature: ____________________________
___ Copies and laminating
___ Custodians Date: _____________
___ District Organization Chart
___ Requisitioning materials and supplies Peer Collaborator Signature: ______________________
___ School organization (team, departments, committees)
___ Secretaries / receptionist Date: _____________
___ Student records
___ Textbooks (requisitioning,issuing,maintaining records) DUE DATE:
___ Cafeteria (schedule, cost, organization)
New teachers must submit this to building principal.

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Organize the Classroom:
• Student desks do not always have to be in traditional rows, but students should always
sit so that all eyes are focused on you. Count the number of desks in your classroom
and compare this to the number of students on your class roster. Request at least two
extra student desks, if possible, for new students who may not be on the roster. You
can put students in groups (if you prefer) after you have established classroom
management.
• Place your desk away from the door so that no one can take things from your desk and
quickly walk out. Remember, you do not need a lot of space.
• You should have a specific location near the door for lesson plans. To eliminate
distractions, keep any empty student desk in a convenient place for observers.
• Prepare a seating chart. Assigned seating (in alphabetical order) facilitates roll
taking and helps you memorize names. Number the desks and post a list of student
names on the door with seat numbers. You can print a roster from InteGrade Pro. If
you “float,” go to each room and note the desk arrangements. Use a transparency to
show how seats are numbered or prepare post-its for the desks. Since student
schedules might change, you might want to print the rosters the morning of the first
day of school.  You can alphabetize student names in IGPro – right click at the top of
the student name column and choose “sort by column.”
• Display classroom rules & consequences, the grading scale, the bell schedules, and
emergency procedures. Post a large example of the proper heading for assignments.
Plan how to display student work. When you post student work, do not show names
with grades.

• Prepare a space to write daily lesson objectives and assignments. Always post the
day’s learning objective. If students will be taking a test or quiz, the learning
objective(s) should identify what students will be able to do on that quiz or test. You
might be required to also post an agenda of what is planned for the day.
• Create an Enriched Physical Environment by designing an interactive bulletin board
that attracts students’ attention, provides something active for students to do, and
changes with the content being studied.
• Consider creating a brain-compatible learning environment with plants, fabrics,
baskets, and earth-tone colors. If you teach at an ITI school, you will post the
lifeskills and lifelong guidelines on the wall.
• Keep your classroom clean! Have students pick up at the end of each class. Pick up
after yourself. Remember – you want the custodian to be your friend!

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Organize Your Personal Area:
• If you choose to have everything on and in your desk treated as personal property,
make this clear when you teach classroom procedures. Ask students to think of the
classroom as your home.
• Put together an emergency kit for yourself. Decide what you will have for students –
band aides, tissue, safety pins, lotion, rubber bands, hole-punch, stapler, handi-wipes,
hand sanitizer, etc. Remember – do not give students any type of medication.
• Set up your e-mail. Create your electronic signature in GroupWise at school and in webmail
from home, learn how to access your email from home, learn to use blind copy (BC)
• You are required to change your login password at least once per school year. To help
yourself remember your password from year to year, use the same word each time and
change the number behind it. For example, begin with teacher1. When you have to change
your password, change it to teacher2, etc.
• Never leave your computer unattended if you are logged in and students can access your
computer. You can lock your computer without logging off by using Control-Alt-Delete
and choosing Lock Workstation. You can unlock your computer with your Novell
password. This is faster than logging off and logging back on if you need to use your
computer during a class period.
• Find out how to access your message features on the telephone. Record your internal
and external greetings. You are expected to leave assignments on the phone each day.
Make yourself a homework hotline note card.
“Hello. This is (your name). If you want to leave a message, press 1 at any time.
Today’s date is (date). The homework for (class) is (assignment).”
• The sub-finder telephone number is 738-2944. You should call and set up your
“account.” If you have a specific parking space, provide this information. Create a
Substitute Folder with important class information. When you call for a substitute,
write down the confirmation number.
• Prepare a Student Information Sheet and begin a Student Information Binder. The
information sheet might include student ID number, home phone, address, parent
contact information, special classroom needs, and previous courses taken. You can look
most of this up in ClassXP, but this binder is easy to access at all times. You can use
the back of these sheets to keep track of parent communication. At the end of the
school year, you will be asked for your total number of contacts with parents (face-to-
face, phone, or email).
• In most schools, students are assigned a counselor and administrator based on their
grade level or last names, make yourself a chart to keep this information easily
accessible at your desk.
• Create an Emergency Procedures Folder. Review the school handbook that explains
staff responsibilities during emergencies (fire drills, emergency drills, intruder drills,
bus evacuation drills, etc.). Is there an Evacuation Accountability Form? What are you
expected to do and what are students expected to do during every type of emergency?
Keep a copy of current rosters for every class in the folder.

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• Store several Discipline Referral Forms in a convenient location. Know and understand
your school’s discipline policies.
• Set up a procedure for taking attendance every day. You are expected to keep a paper
record of attendance as a back up to what you report on the computer. Check Class XP
attendance every week to so that it matches your paper record. As soon as you notice a
mistake, email the person in charge of attendance. If a student has 3 consecutive
absences or 5 nonconsecutive absences, you are expected to phone the parent and
inform the student’s guidance counselor and administrator. Be sure to inform
guidance and the attendance secretary if a student on your roster never appears in
your classroom. Continue to mark these students absent every day.

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Organize Your Course Materials:
• Review the SC Standards for your course(s). There may also be support documents at
the South Carolina Department of Education web site. Keep a copy of the standards for
the course(s) you teach and date each standard as you teach.
• You should be given a district/school scope and sequence for each course you teach.
With teachers who are teaching the same course(s), prepare a pacing guide (calendar),
and lesson plans for at least the first week. Your evaluation will include Long-Range Plans
for one course that must be in the ADEPT format.
• Obtain teacher manuals and any resource materials that you will be using. If you tear
pages out of the teacher resource workbooks, put the workbook in a 3-ring binder.
Decide how you will organize your materials – binders or file folders? How will you file
extra worksheets for absent students? Write notes to yourself as you teach the course
and keep your resources well organized for the next time you teach the same course.
• Talk with other teachers about school policies regarding make-up work and accepting
late work. Create a system for getting work to students who are absent.
• Discuss how grades will be determined with other teachers who are teaching the same
course(s). You must set up IGpro with weighting of tasks or total points.
• Prepare a Course Syllabus and/or parent letter for students and parents/guardians.
Include a description of the course, a list of required supplies, grading procedures,
classroom rules, consequences, policy on make-up work, policy on late work, replacement
cost of the textbook, etc. Ask other teachers for assistance.
• Decide if you will require students to keep a notebook. How should this notebook be
organized? Will students have a special “Get Started” notebook that will be kept in the
classroom? Discuss this with other teachers at your school.
• Find out what courses are prerequisites for your course. Review your roster in ClassXP.
You can review students’ course history. Email a student’s guidance counselor as soon as
possible if he or she seems to be misplaced. Review previous courses and standardized
tests in TestView. Create a record of these test results for your students.
• Create a master calendar for yourself with important dates: open house, due dates for
grades, student holidays, teacher holidays, monthly induction teacher meetings, faculty
meetings, duty assignments
• Get your classroom supplies (white board markers, stapler, staples, pens, overhead
markers, paper clips, post-it notes, pens, etc.). If you “float,” go to each room to see if
the room lacks something that you will need.
• What is the procedure for issuing student textbooks? How will students who enter your
class after the first day get textbooks? Be sure students write their names in INK on
the inside cover. Consider having students write your name beside their name so that it
can be returned to you if it is found in the hallway.
• If you have a class set of books, label all of them with your name. Determine a
procedure for how they will be distributed and collected and whether students may
check them out to take home.
• Always put a sign on your door when you relocate your class. If you plan to go to the
computer lab regularly, consider making a reusable sign.

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• If you plan to take your class to the computer lab, make sure all students have
Authorized Use Policy (AUP) forms on file. If a student is using a computer, he or she
must login. The student login username is the 8 digit ID.students, and the password is
their 6 digit birth date.
• What is the procedure for issuing calculators or other technology equipment to
students? If you are given a classroom set of graphing calculators, be sure to take the
students ID when you give them a calculator. You may be responsible for reimbursing the
school if any calculators are missing at the end of the school year.
• Always be prepared for new students. Have packets of information for new students
prepared and stored in a convenient location so that when a new student enters your
class, you are ready. Schedules might change during the first 10 days of school. New
students will enroll after Labor Day. Always welcome every new student!

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Organize Yourself:
• Know what time you are expected to report to school and what time you may leave
each day. Where is the sign-in sheet? How do you sign-out early?
• Practice driving from your home to your school on a weekday morning so that you will
know how long it will take you to get to school. Remember that the traffic will be
different when school begins. Always allow yourself extra time so that you can always
arrive to school on time!
• Plan what you will wear to school on the first day. You want to look very professional
when making your first impression. Remember to wear comfortable shoes!
• What will eat? Where will you eat? Will you pack a lunch or buy lunch at school?
Middle school teachers eat with students. If you teach in a high school, make an
effort to eat with other teachers at your school rather than do work during your
lunch period.
• Make yourself a schedule so that you will always do required work.
Monday - phone parents (make as many positive calls as negative calls)
Tuesday - phone parents
Wednesday - write lesson plans for next week
Thursday - email parents about important dates and information
Friday - update IGPro, check ClassXP attendance with your paper records
• Plan ahead. Get ready for the next day before you leave school (photo copies and
lecture notes). If you have a required meeting after school, prepare your materials in
advance.
• Review your lessons every night - especially if you are getting lecture
notes/powerpoints from another teacher. One teacher cannot usually teach another
teacher's lesson effectively. You must know the lecture notes (lesson) so well that it
seems as if you created it yourself.

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Outside the Classroom
• Learn the names of important people at your school – secretary, substitute
coordinator, custodian, maintenance worker, copy room attendant, media specialist,
ITS (instructional technology specialist), etc. Introduce yourself and treat these
people well!
• If you are assigned an extra duty, find out what is required and expected of you. Mark
your calendar.
• Working outside of class with students will help you to get to know them better. You
will also have the opportunity to become acquainted with parents and community
members when you attend community events. Be prepared to be in the public eye!
• Support your students by attending their extracurricular activities, but do not feel
obligated to serve as a volunteer or sponsor of extra duties during your first year.
• Many beginning teachers suffer because they take on too many time-consuming extra
duties the first year. Practice saying, “While that activity is such a good one, my
classroom teaching comes first this year.” It is easier to say no initially than to say yes
and then try to get out of a commitment. It is also better to do a good job with one
activity than to do a mediocre job with two or three.
• A teacher may enter into an agreement with parents for tutoring students for a fee.
This practice must be limited to children other than those for whom the teacher is
currently exercising teaching, administrative or supervisory responsibility. These
restrictions are to assure all students reasonable assistance without charge from their
own teachers, as well as to avoid placing a teacher in a position where he/she may have
a conflict of interest. A teacher may NOT tutor any student for pay during regular
working hours or on school premises.
• Educators have to live up to being role models for students. Teachers need to maintain
a code of conduct with students in the classroom and outside of the classroom. Know
the difference between being personable with your students and becoming personally
involved.

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ClassXP – checking attendance
• Log In as usual
• At "Class Selection" window, you can
change term to "All Terms" if necessary
• Click on OK
• Put mouse over 1st student. Right click
and choose "Period Attendance"
• Click on "Day of Activity" tab

• Look in the column corresponding to when the student is in your class for attendance
you reported on Class XP.
• Use the scroll bar on the right side of the window to see any additional absences
• Use > at the bottom of the window to go to the next student.
VER = verified absence (parent note) ISS = in school suspension
UNV = unverified (no parent note) OSS = out-of-school suspension
MED = medical note HOM = Homebound Instruction
ACT = school activity AWR = waiting for expulsion hearing
You must keep a written copy of attendance. This will be considered the legal
attendance record of each student. Regularly compare it to Class XP for accuracy.
IDEA:
Print a roster from IGPro to keep track of student grades for a week.
Use the last 5 columns of that roster to keep track of attendance for the week.
At the end of the week, enter the grades into IGPro, compare your attendance with
ClassXP, and record absences in your grade book as shown below. In the spaces after each
date , you can record the reason for the absence listed in ClassXP.

Inform parent or guardian
when a student has 5 absences.

Inform an administrator
when a student has 10 absences.

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Agenda for Day One
• Take roll while students fill out the student information sheet. Walk around the room
and quietly ask students to pronounce their name for you rather than calling out names.
This might also be a good time to ask students to open the front cover of textbooks
and check that they have written their names in their textbooks in ink.
• Introduce yourself. Keep this short, simple, and professional. Students do not need to
know about your personal life.
• Review Syllabus. Rather than reading the syllabus in class word-for-word, have
students take a syllabus quiz that requires them to read the syllabus to fill in the
blanks or answer the questions. In reviewing the quiz, you can highlight information.
You could also ask students to create a similar syllabus quiz for homework.
• Begin teaching procedures. You can divide your list of procedures and teach some each
day or teach procedures as they will be needed.
• Get to know your students. Give students a learning styles inventory, true colors
inventory, multiple intelligence inventory, interest survey, or personal reflection writing
assignment. If you do not have time to do this on day one, include it in your first week’s
plans.
• Teach a short lesson or have students do an activity related to your content.
• Homework assignment ideas:
get syllabus signed
get parent information sheet completed
create a syllabus quiz
short content assignment

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SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE
STUDENT INFORMATION SHEET
Name: ____________________________________ Grade: 9 10 11 12
Circle
student cell: _________________e-mail: _________________________
ID: _______________ Do you plan to graduate at the end of this school year? Y N

What do I need to know about you to help you in this class?
(medical, academic, seeing board, hearing, preferred seating, etc.)
_________________________________________________________
______________________________________________
______________________________________________
Will you be able to bring a calculator to class? Yes No
Geometry – scientific calculator required
Algebra 1 – graphing calculator required
Check the courses that you have already taken:
□ Algebra 1 □ Algebra 2 □ Geometry CP □ Algebra 3
□ Alg 1 Part 1 □ Alg 1 Part 2 □ Geometry □ Prob & Stats
What course do you plan to take next?
□ none □ Geometry □ Algebra 2 □ Probability & Statistics
What are your future plans?
□ 2-year college □ 4-year college □ military □ work

What are your career interests? ______________________________________
List 2 things that you will do to be successful in this course:
1) ____________________________________________
2) ____________________________________________

What extra-curricular activities are you involved in? Where do you work?
____________________________________________
____________________________________________

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SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Communication Log
Student: ______________________ Home Phone: ________________
PRINT check the box if someone is home during the school day

Parent(s)/Guardian(s): _______________________________________
Print First and Last Name(s)

Work or Cell Phone(s): _____________________ // ____________________
Parent/Guardian e-mail: ___________________________________________
Address: _________________________________________________
City: ________________________Zip Code: __________
Phone

In Person
E-Mail

Date Who? Comments

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SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Parent Information Sheet
Please return this sheet to TEACHER

Student: ________________________ Home Phone: _______________
Check box if you are home during the school day
Parent(s)/Guardian(s): ________________________________________________
First and Last Name(s)

Work Phone(s): _____________________________________________________
Provide a work phone only if you may receive phone calls at work during the school day.

Parent/Guardian Cell Phone(s): ________________________________________

Parent/Guardian E-mail: ______________________________________________

Is there anything I should know about your child that would help us in the classroom?
(medical, academic, visual, hearing problems, etc.)

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Will your child be able to bring a calculator to class? Yes No
If a student does not own a graphing calculator already,
geometry students need scientific calculators (about $15).
You do not have to buy a graphing calculator for geometry.

I have reviewed the Course Information Sheet. I understand what is required of me in
order to be successful and help create a positive learning environment.

________________________________________
Student Signature date

I have reviewed the Course Information Sheet. I understand what is required of my
child in order to be successful.

________________________________________
Parent/Guardian Signature date

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Communicating with Parents
• Contact parents by either phone or email within the first month of school. Students
do better in school when parents are involved, and parents’ influence is far greater than
students think. Make the first phone call a positive one – especially if you predict that
the students will be a challenge. When you do call a parent for help, be kind. They are
sending you the best they have! Since the parent has known the child longer than you
have, ask them for advice on helping the child be successful in your class.
• Keep a record of all communication with parents. Keep copies of signed interims.
• Remind parents about using Parent Portal to view student grades and attendance.
Keep IGPro updated!
• Remind parents about homework hotline. Keep your homework hotline updated!
• Consider creating a class newsletter to let parents know what students are learning.
You could have students create the letter or contribute the information for the
newsletter.
• Let parents keep a copy of your course syllabus that includes your expectations,
grading policies, consequences, and contact information. Ask parents to sign that
they have reviewed the course information sheet. Keep this signature on file. Keep
in mind that some students might need additional copies of course information for
parents that are separated or divorced.
• Make sure that any written communication is printed clearly and contains correct
spelling and grammar. If a parents’ primary language is not English, see if someone from
your Foreign Language department can help you translate a letter to parents.
• Ask parents to provide you with their contact information. Create Parent Books in your
GroupWise so that you can email a group of parents for each class every week to let
them know what will be happening in class: dates for projects, tests, quizzes, interims,
report cards, etc. At the end of this email write "If you have any questions or concerns
about your child's progress, please reply to this email." Always use blind copy (BC) for
parents email addresses.
• Find out how to schedule parent conferences in your school. Always meet parents with
a guidance counselor, administrator, or another teacher of the student.
• If parents are visiting your room for a conference (open house), make sure the room is
clean and organized. You may also want to bring in adult chairs so that parents do not
have to sit in student desks.
• Always respect confidentiality. Only talk to parents about their own child without
sharing any information about any other students.
• Be professional with parents – always stand to greet parents and shake hands.
• Show parents copies of their student’s work and provide suggestions about how
parents can help their child. Give parents a current print-out of grades.
• If you make commitments to parents, write them down. It is very important that you
follow through with the commitments.
• Begin and end parent conference with positive. Thank parents for taking the time to
attend the conference. Thank the parents for partnering with you to support their child.
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• According to the Family Education Rights and Privacy Act, schools must have
written permission from the parent or eligible student (18 years old) in order to
release any information from a student's education record. If you plan to post
grades by student ID, give parents the opportunity to request that grades not be
posted for their child. In the course syllabus, you can include a statement like,
“Students are given current course grades each week. To maintain confidentiality
of student grades, scores are listed by ID number in random order so that
students will not be able to identify scores other than their own. The Family
Education Rights and Privacy Act gives parents the right to request that grades be
excluded. Parents should contact the teacher if they wish to have grades
removed from the posted list.”

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SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Notice to Send to Parents

To the Parent/Guardian of ________________________ Date ___________

From: ________________,__________________________,____________
Teacher Subject Period

______________________________________ is having trouble in my class.

He/She needs help with:
_____time management
_____homework
_____makeup work
_____class participation
_____reading materials
_____taking notes
_____organization skills

You may want to know…
Our next major test is scheduled for: ____________

Makeup or retake test available on: ____________

Study group review is needed by: ____________

Extra help is available: ___ before school
___ at lunch
___ after school

Additional Comments:

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SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

PARENT PHONE CONVERSATION SCRIPT

May I speak with Mrs. Mr. Miss___________________, please?
parent’s name
Mrs. Mr. Miss ____________________, this is _______ ____________.
parent’s name teacher’s name
I am ________ _______ ______________ teacher.
student’s name subject
I am calling because I want to talk with you about partnering with you to make
_________________ successful this year. I am concerned with his/her
student’s name

______________________________. (This will include why you are calling:
Examples: (Choose one or write another reason for the call.)
_____ behavior in my class. He/she has a difficult time staying in his/her seat.
_____ lack of completing classwork (or homework) All classwork and
homework is given to reinforce important skills.
_____ ability to listen attentively and focus on the lesson. Listening in class
is important for learning the skills being taught.
_____ ability to stay seated and focus on the lesson. Staying seated during
the lesson allows students to participate in the lesson and learn
important skills.
_____ submitting assignments in a timely manner. All assignments
are given to reinforce skills.
_____ behavior that is disruptive. This behavior is causing him/her to
not be able to focus on the lesson.
Other: _________________________________________________

My goal is to make ________________ successful. Do you have any
student’s name

suggestions for how I might talk with __________________ or how we can partner
together for this success? I value your partnership with learning in my class.
(Pause for answer.) (Respond to add additional support.)
Thank you for all you do to support teaching and learning for _____________ .
Do you have any questions?
Please do not hesitate to contact me should you have any questions or concerns.
May I give you my contact information?
I will be in touch about how our conversation is impacting ________________
success in my class. student’s name

Have a wonderful evening (afternoon). Good bye

20
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Parent-Teacher Communication Form

Date ____________________

Name of Child: _________________________

Name of Parent(s)/Guardian(s): ___________________________

Student Strengths Observed by Teacher:
1)

2)

Student Needs Observed by Teacher:
1)

2)

Suggestions for Action: (To be completed at time of conference)
Home Setting:

School Setting:

21
Preparing an Effective Classroom Management Plan
• Rules (not more than five) must be realistic, observable, and enforceable. Keep rules
positive. Before you make a rule for you classroom, ask yourself if you would write up a
student for breaking that rule. Rules should let students know that you do not allow
disobedience, disruptions, and disrespect.
Examples:
1) Follow directions given by the teacher
2) Participate without distracting other students or the teacher
3) Follow all school rules in this classroom
• Avoid vague rules like (1) be positive, (2) be respectful, (3) be cooperative, (4) treat
others as you would like to be treated, etc.
• Consequences must be reasonable and enforceable. Do not threaten any consequence
that you would not carry out. Use consequences as opportunities to celebrate positive
behavior as well as to help students manage their behavior.
Examples: (1) warning, (2) parent contact, (3) administrator referral.
When students break rules, remind them that they have chosen their consequences.
• Require students to follow district & school policies while in your classroom. If
students complain that you are the only teacher who makes them follow the rules, you
can say, "I value my job here in this district. I must require students to follow district
policies while in my classroom."
• Check IDs at the door at the beginning of each class. Require students to put all
snacks and drinks in their book bags before they enter class and while they are in the
classroom. Do not allow students to listen to iPods or text message on phones during
class. If you see students with their hands inside a purse or book bag, they are
probably texting.
• You must set the example - never have your cell phone out or use a cell phone while you
are with a class and do not eat during class or drink anything except water during class.
• There are strategies for getting all students involved in lessons…
popsicle sticks with student names
note cards with student names – shuffle often
use mini-whiteboards (small socks can be used for erasers)
group work with specific roles (leader, supply person, writer, checker)

22
Procedures Establish A Learning Environment
Classroom management has to do with how things are done to make teaching and learning more
efficient and effective. Procedures describe student expectations and tell students how things
operate in the classroom. How do you WANT students to come into the classroom? How do you
WANT students to get your attention? This might seem "obvious," but what is obvious to you
may not be obvious to your students. You need to explain exactly what you expect of students
to increase time on-task and greatly reduce disruptions. Teach classroom procedures - explain
and demonstrate the procedures, rehearse and practice the procedures, reinforce the
procedures until they become routine. If you establish effective procedures, students can run
the class without you. Procedures and routines established early in the school year free up
the rest of the year to be devoted to teaching and learning.
How to enter the classroom
What to do after entering the classroom
What to do when you are tardy 1) Be specific
How we take roll 2) Order steps
What to do when we have a guest
What to do when a cell phone rings 3) What Materials?
What to do when the classroom phone rings Talking volume?
What to do when there is a guest teacher (substitute)
What to do during the moment of silence and Pledge of Allegiance
Where to find the class objectives and homework
How to organize your notebook
How papers will be collected
How papers will be distributed
Where to find class materials that students may use
How to participate in lessons
How to borrow calculators or other supplies
How to get the teacher’s attention
How the teacher will get everyone’s attention
What to do when you are done with a classroom assignment
What to do during group work time
How to move around the room (sharpening pencils, turning in tests, throwing away trash)
How to pass in papers, pass back papers, exchange papers for in-class grading
How to write heading for papers
Where to find make-up work and homework assignments after an absence
Procedures for making up a test after you are absent
Testing procedures
Procedure for walking to and from the computer lab, media center, lunchroom, etc.
What to do during school-wide announcements
Procedure for responding to a fire drill
Procedure for responding to a severe weather alert
Procedure for responding to a school emergency (intruder)
What to do at dismissal time
Procedure for leaving the classroom (hall passes to restroom, locker, nurse, etc.)

23
Sample Middle School Classroom Procedures

Entering the Class Procedures Independent Work Procedures
1. Enter quietly, straight to your seat. 1. Work without talking.
2. Take out paper for Fantastic Five 2. Raise hand if you have a question.
3. Now is the only time to sharpen pencil.
Discarding Trash Procedures
Turning in Materials/Homework Procedures 1. Keep trash with you at your desk until exiting.
1. Put homework on your desk as class begins. 2. You may raise your hand to throw it away or
2. There will be time to review and ask questions. have the teacher throw it away for you.
3. Pass homework to the front when the teacher
instructs. Sharpening Pencils Procedures
4. The teacher will collect the homework. 1. Sharpen your pencil when you enter the room.
2. First five minutes of class only!
When you are Absent Procedures 3. Raise your hand and the teacher will sharpen
1. Call Homework Hotline. during class.
2. Ask teacher and peers what was missed.
3. Students Responsibility!!!! Fire Drill Procedures
1. Remain calm and quiet, absolutely no talking.
When a Visitor Enters your Classroom 2. At the teacher’s request, form a straight line
Procedures at the door.
1. Continue working or paying attention quietly. 3. Last one out turns off lights and closes the door.
2. Do not acknowledge visitor verbally. 4. Follow class and teacher down the correct
escape route.
Restroom Procedures
1. No restroom breaks!!! Direct Instruction Procedures
2. Must use before class. 1. No talking.
3. Raise hand to ask the teacher for a pass if it is 2. Active listening and note taking.
an emergency. 3. Raise hand to be called on or to answer a question.
4. Remain seated.
When a Student Wants to Go to the Library
Procedures If you Finish Early Procedures
1. No designated library time. 1. Raise your hand to share with the teacher.
2. Raise hand to ask for a pass if all work is 2. Get extra instructions from the teacher.
complete.
End of the Period Procedures
Cooperative Group Work Procedures 1. Remain quiet & seated until teacher dismisses class.
1. Follow directions. 2. Make sure to have all belongings and assignments.
2. Work with only your assigned group unless
stated otherwise. Homework/Agenda Book Procedures
3. Work quietly. 1. Write your homework in your agenda as soon as
4. Privilege will be taken away if too loud. possible.
2. This can be done at the beginning or end of class.
3. Ask teacher to sign at the end of class while exiting.

24
Sample High School Classroom Procedures

Beginning of Class:
Leaving the Classroom:
Ideas:
 As soon as you enter the classroom, class begins.
Ideas:
Find your assignment and begin the warm-up.  You must wait until after the first 15 minutes of
 Bring required supplies every day. class before asking to leave.
 Show your ID at the door before entering the  If you need to see the nurse, fill out your agenda
classroom. Wear your ID during class. and ask for my signature.
 Food/drink must be in your book bag before you  If you need to go to the restroom, fill out your
enter and remain in your book bag while you are agenda and exchange a Privilege Pass for my
in class. signature.
 If you do not have an agenda book, do not ask
to leave the classroom.
During Instruction Time:
Ideas: End of Class:
 One student can be up at a time. Ideas:
 Every student will be called on during each  The teacher, not the time or bell, determines
lesson. when class is over. Do not pack up in
 If you have something to add to the lesson or anticipation of the end of class.
have a question, raise your hand and wait to be  Do not get out of your seat and line up at the
called. door to wait for the bell.
 Take lesson notes daily. Keep “personal” notes  Before you leave, clean up the area around your
out of sight. desk.
 Sit up and participate.

During Quizzes & Tests:
During Practice Time:
Ideas:
Ideas:  Students are to remain quiet until the last student
 Stay on task. Sit up in your chair. has completed the quiz or test.
 Raise your hand if you need the teacher’s help.  If you have a question, you may get up and
 Help others only after getting permission if whisper to the teacher.
students are to be working individually.  Only one student should be out of his/her seat at
 Talk quietly if you are working with another any time.
student.

When you are absent:
When You Finish:
Ideas:
Ideas:  Check your assignment sheet for the assignment
 Do a Sudoku puzzle you must complete. If you are absent for x days,
 Complete an Integer Puzzles sheet your homework is due in 2x days.
 Read  Look in the “absent student” folder copies of
 Work on long-term project lesson notes, supplemental materials, or class
work completed while you were gone.
 If you are absent the day before a test, you must
take the test with the class as scheduled.
 If you are absent the day of a test, be prepared to
take the test as soon as you return to class.
 If you are absent more than one day before a test,
you will be given a deadline for making up the
test.

25
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE
Student ________________________________
PRIVILEGE PASS PRIVILEGE PASS
____ Late Assignment ____ Late Assignment
____ Borrow from teacher ____ Borrow from teacher
____ Emergency Hall Pass ____ Emergency Hall Pass
____ 2% Extra Credit on a Test ____ 2% Extra Credit on a Test

PRIVILEGE PASS PRIVILEGE PASS
____ Late Assignment ____ Late Assignment
____ Borrow from teacher ____ Borrow from teacher
____ Emergency Hall Pass ____ Emergency Hall Pass
____ 2% Extra Credit on a Test ____ 2% Extra Credit on a Test

PRIVILEGE PASS PRIVILEGE PASS
____ Late Assignment ____ Late Assignment
____ Borrow from teacher ____ Borrow from teacher
____ Emergency Hall Pass ____ Emergency Hall Pass
____ 2% Extra Credit on a Test ____ 2% Extra Credit on a Test

PRIVILEGE PASS PRIVILEGE PASS
____ Late Assignment ____ Late Assignment
____ Borrow from teacher ____ Borrow from teacher
____ Emergency Hall Pass ____ Emergency Hall Pass
____ 2% Extra Credit on a Test ____ 2% Extra Credit on a Test

PRIVILEGE PASS PRIVILEGE PASS
____ Late Assignment ____ Late Assignment
____ Borrow from teacher ____ Borrow from teacher
____ Emergency Hall Pass ____ Emergency Hall Pass
____ 2% Extra Credit on a Test ____ 2% Extra Credit on a Test
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

26
Student: ______________________________

Privilege Pass Privilege Pass Privilege Pass
for WEEK 1 for WEEK 2 for WEEK 3
__ Hallway Pass __ Hallway Pass __ Hallway Pass
__ Borrow From Teacher __ Borrow From Teacher __ Borrow From Teacher
__ Late Work Pass __ Late Work Pass __ Late Work Pass
__ 2 Bonus Points __ 2 Bonus Points __ 2 Bonus Points
Privilege Pass Privilege Pass Privilege Pass
for WEEK 4 for WEEK 5 for WEEK 6
__ Hallway Pass __ Hallway Pass __ Hallway Pass
__ Borrow From Teacher __ Borrow From Teacher __ Borrow From Teacher
__ Late Work Pass __ Late Work Pass __ Late Work Pass
__ 2 Bonus Points __ 2 Bonus Points __ 2 Bonus Points
Privilege Pass Privilege Pass Privilege Pass
for WEEK 7 for WEEK 8 for WEEK 9
__ Hallway Pass __ Hallway Pass __ Hallway Pass
__ Borrow From Teacher __ Borrow From Teacher __ Borrow From Teacher
__ Late Work Pass __ Late Work Pass __ Late Work Pass
__ 2 Bonus Points __ 2 Bonus Points __ 2 Bonus Points
Privilege Pass Privilege Pass Privilege Pass
for ANY DAY for ANY DAY for ANY DAY
__ Hallway Pass __ Hallway Pass __ Hallway Pass
__ Borrow From Teacher __ Borrow From Teacher __ Borrow From Teacher
__ Late Work Pass __ Late Work Pass __ Late Work Pass
__ 2 Bonus Points __ 2 Bonus Points __ 2 Bonus Points

27
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Procedure_________________________________

What should you do? What should you not do?

Procedure_________________________________

What should you do? What should you not do?

28
Hints for Creating A Learning Environment
• Enter the classroom with confidence. If you seem insecure, the students will realize it
and you'll never have control over the class.
• Get to know your students as soon as possible. Learn student’s names as soon as
possible and say “hello” to them everyday. Learn something special about each student.
Students behave quite differently if they really think a teacher cares about them
personally and academically.
• Always be on your feet, moving around the room. Students know if are really aware of
everything that is going on in the classroom.
• Know your school’s policies on management and how to get back-up help. You may want
to develop an arrangement with a teacher near you for special support.
• Students don’t care what you know as a teacher until they know that you really care
about them as people. Be genuine with your students and expect the same in return.
• Success is a powerful motivator for a student’s effort. Experiencing success causes a
student to increase effort, increased effort increases success, increased success
increases effort, etc. Creating learning activities that allow students to experience
success can increase effort!
• If a student makes a request, agree to think about the request rather than
automatically rejecting the idea (or agreeing to an idea you later want to reject).
• Don’t reinforce negative behavior by ignoring it. When you notice unproductive
behavior, address it. Otherwise, you send a clear message to the students that it's OK.
• Positively reinforce behavior and academic success. They can be verbal or nonverbal.
Let the students know if they are doing well. Thanking students who are following
procedures and directions will motivate other students to follow their example.
• Choose the most positive alternative when a problem occurs and implement the
consequence immediately. Pick and choose your battles well; some things are not worth
making a big deal about if they can be handled with humor. By doing that, you avoid
power struggles in front of the other students which may make you look weak.
• The most challenging students may need you the most. These students may not have a
positive adult in their lives.
• Conference with difficult students privately and develop mutual agreements on
behavior to prevent future problems. Revise as necessary. Be creative and flexible--if
it works, use it!
• Use classroom management techniques before you become irritated. We are much
more powerful when we are centered and when we view our students with fondness
rather than impatience.
• Never get in a verbal confrontation with a student. Simply state what you want
students to do, sounding like a broken record. You are the adult. Be calm. Make positive
requests. Thank students for doing what you ask.
• Be assertive, but not aggressive. Say as little as possible, and never touch the
student. Most importantly, stay calm. Do not threaten any consequence that you will
not or cannot carry out. Only give options that you are capable of following through on.

29
• Allow students to save face. When we put students down in front of others, the
entire class of students will turn against us.
• Pick one of your most challenging students and spend a few minutes a day for a couple
of weeks talking with that student. You can talk about anything except behavior,
grades, or attitudes. Don’t expect him/her to open up right away. His/her attitude
will eventually change for you if you are sincere.
• Do all you can to feel good about your students on a daily basis. Your attitude will
come across to your students. If, by chance, you feel that you have spoken sharply in
an attempt to manager your students, own up to it. "Wow, that sounded harsh. Forgive
me!"
• Use a timer or music CD with 3-5 minutes of music. Tell students there are ____
minutes of music on the tape. Every time they talk, you will turn on the music. When
they stop talking you will turn it off. With the amount of music left, you will give them
at the end of the class to talk.
• When a student says, “Everybody’s doing it. I wasn’t the only one.” Explain to the
students that you agree. If he/she will follow your directions, you will speak to the
other students as well.
• After giving someone instructions they will do one of two things: comply or not comply.
If they don’t comply, don’t take it personally and stay personally involved. Look at it as
if they are giving you another opportunity to try another intervention strategy. If they
comply, say Thank you!
• Be ready for challenges. If the student says, “I wasn’t doing anything,” just say, “That’s
right. What should you be doing?” If the student says, “ What was I doing?” just say,
“Nothing, What should you be doing?” If the student responds just say, “Thanks for
understanding” and walk away. If the student is really confrontational and says “What
did I do?” with an edge in the tone of his voice just say, “Nice try. I don’t argue with my
students. You have a choice, argue with an administrator or get back to work.”
• It is not important to have the last word. The quality of your words is important.
• If a student is removed from your classroom, let them know that you do not hold a
grudge when they return. Say, “Welcome back!” in a convincing tone. If you feel it is
necessary, talk privately with the student to let him/her know that today is a new start.
You might say, “The past is behind us. My goal is that everyone in class has the
opportunity to learn. If you will cooperate with me, I will do everything I can to help you
pass this class.” Let him/her know that you care about them as a student in your class.
• As you walk around the room, keep as many students as possible in your line of vision.
• When transitioning from whole class to small groups, give students a time limit. You
could count backwards from 5 to 1. You could time students as they practice and
challenge them to move as quickly and quietly as possible.

When a Disruption Occurs…
Students will test you! The only way that students can find out if you mean what you say is
to test you. You need to communicate that discipline is a priority. If you take the time to
establish classroom management in the beginning of the year, you will be able to spend

30
more time teaching. If you get noticeably frustrated, troublemakers will continue to see
how far they can push you.
Use student names in discussion. Instead of addressing a troublemaker directly, let
him/her know you are aware of what is going on by using his/her name in an example. For
example, “Say that Billy wants to figure out how tall a tree is but is unable to measure its
height…” to focus Billy back on the lesson.
LOOK students back to work – turn your shoulders toward the students(s) and put on a
“relaxed” stare. Move in slow motion so that the disruptive students have no doubt that
instruction has been interrupted and that they are the sole focus of your attention.
Running your tongue slowly on the roof of your mouth helps you not to clinch your teeth. As
you stare at the students, try to think about something different – like the list of perfect
squares or a shopping list. Look at the disruptive students as if they are speaking a
language you do not understand.
Use proximity control and a visual prompt – If disruption continues, do not say anything
directly to the student. First, just walk toward the student – slowly but directly. Stay near
the student until you have made your point. If you move away too quickly, the student will go
back to what he was doing before you came over. If the student does not comply, add a
visual prompt. The most predictable way to get someone to speak to you is by speaking to
him/her. A verbal prompt raises the odds of a verbal reply by the student.
Use a verbal prompt – If disruption continues, get down to the student’s level, make eye
contact, and (without touching the student) whisper a direct request in a non-emotional
voice. Use the students name, say, “please,” followed by your request. If you embarrass
students in front of their peers, they will retaliate to get even. If you are discreet about
your request, the student is less likely to respond verbally. To continue the disruption at
this point would be a blatant act of disobedience. If the student follows your request, say
“thank you.”
Remain calm and stay quiet – If the student does decide to respond verbally, do not
respond. “It takes one fool to talk back. It takes two fools to make a conversation out of
it.” -Fred Jones. Regardless of what the students says, you should remain calm and stay
quiet. You protect yourself from stress while you protect the students from making
matters worse.
Send the student out – If a student refuses to cooperate, and it is obvious that he/she
wants to make a scene, send him/her out of the room. You need to consider this in advance.
Is there a place to send students? Can you send students to the hallway?

Jones, Fred. Tools for Teaching. Santa Cruz, CA: Fredrick H. Jones & Associates, Inc.,2000.

31
When A Student Chooses To Be Disruptive, Be Disobedient, Or Disobey
Most students will obey your requests, will treat you with respect, and will not disrupt your
class. When a student chooses to be disruptive, disobedient, or disobey, do not embarrass
him or her in front of the other students. It is best to make your request quietly. Go to
the student’s seat.

Do not allow…
1) DISRUPTION
Teacher: Are you going to continue to disrupt our class?
Student: Yes
Teacher: The choice is yours. You can decide to stay in class and allow everyone
the opportunity to learn or you may leave class so that the rest of the students
can learn.
If the student decides to stay and cooperate, say thank you.
If the student decides to continue to disrupt, do not say anything. Call for an
administrator to remove the student.

2) DISOBEDIENCE
Teacher: Jake, I need you to…
Student does not comply or has a comment.
Teacher: Jake, I need you to…
Student does not comply or has a comment.
Teacher: The choice is yours. Are you refusing my request?
If the student decides to obey, say thank you.
If the student decides to continue to disobey, do not say anything. Call for an
administrator to remove the student.

3) DISRESPECT
Student (with disrespect): says something disrespectful
Teacher: Please cooperate and do your work without talking.
If the student decides to cooperate, say thank you.
If the student decides to continue to be disrespectful…
Teacher: The choice is yours. Are you going to continue to be disrespectful?
If student decides to cooperate, say thank you.
If the student decides to continue to be disrespectful, do not say anything. Call
for an administrator to remove the student.

32
Conferencing With Students
There is no set pattern when holding a conference. Each conference is different
depending upon the situation and the students. Develop your own strategies from the
following suggestions. Ask questions. Do not lecture.

1. Start with something positive.
“I noticed you ____.”
“Jack, you make a real contribution to the class by asking good questions.”
“Great job on the poster. Sorry to hear those words in class.”

2. Identify the problem. Ask the student if he knows what the problem is. Be
ready to explain the situation and pose a question.
“Jack, there’s a problem. Do you know what it is?”
“Jack, I noticed you have a hard time behaving when ___.”
“Jack, You have been late to class 15 times. What could you do to make sure you
get to class on time?”

3. Try to tie the behavior to one of four goals of misbehavior. It may help in coming
up with solutions.
“Are you __to get attention from your friends?” (attention)
“Is there something you want?” (power-control)
“Have I done something to hurt you?” (revenge)
“Is the work too hard?” (avoidance of failure)

4. Use a third person, if necessary, to help resolve the problem.
• Another teacher might have a special relationship or a history with the student and
be able to share some strategies with you that can help to motivate the student.
• You may be able to talk to the parents and ask for advice on how you can help the
students be successful.

33
Planning Lessons
• For every lesson, determine the academic objective and the behavior objective. This
is a way to remind you to teach and reinforce expected behavior.
• Identify what you want students to Know, Understand, and Do as a result of your
lesson?
Know – facts, vocabulary, dates, places, names
Understand – statement of truth or insight, using a concept word to relate idea to
both the subject and to the greater world, an essential truth
or generalization, serves as an adhesive in the brain so that facts
have someplace to stick
“The students will understand that multiplication is another way to add.”
Do – apply, analyze, evaluate, create; encourages students to think like
professionals who use the knowledge and skill
• Lesson Pacing:
30% warm-up/review
60% new lesson (teach, practice, teach, practice, teach, practice)
10% closure/assess learning
• Each lesson should include the following
Clear Objective
Hook to gain students’ attention through emotion, an invitation, or something
out of the ordinary
Pre-assessment and Review of Prerequisites
Correct and Complete Information
Practice and Feedback (Formative Assessment)
Appropriate Instructional Activities
Closure
• Engage students immediately after transitions and at the beginning of the class. Begin
each class period with some type of Get Started/Bell Work problems. Problems can
provide a pre-assessment of understanding before you teach a new lesson. You can
accomplish some administrative tasks while students work (check homework, take
attendance, talk to a student who was absent, etc.)
• Begin lessons by reviewing background knowledge needed for understanding new lesson.
• Write the test before you teach the unit. As you write the test, you will be
prioritizing the material and developing goals and objectives.
• Always do the homework problems first…before you plan the lesson…that way you know
what is required by the homework…it will also help you think through what possible
problems are going to be.
• Consider making homework something that students cannot do in the classroom. Ask
students to apply, create, measure, interview, examine objects in the home, or gather
information. Research tells us that some practice homework is good but too much is
counterproductive.

34
• Time yourself doing work. It will take the average student 4 times as long to complete
an assignment, quiz, or test than it takes you. Be sure to allow plenty of time for
students to complete work and have something for early finishers to do.
• Give students a reason to listen and learn in your class. Create lessons that are
engaging and try to always answer the question “when will I ever use this?” before you
are asked.
• Explain why the lesson is important. Perhaps making statements similar to “You are
going to learn_____ today because _____.” or “We use this method to model real-
world examples about _____.” Or “I had to use this knowledge when I _____”.
• Identify issues that are personally relevant to your students (linked to survival and
personal well-being) and embed curriculum into personally relevant situations.
• When presenting new material. Be certain to give specific steps. Explaining each step.
Model exactly what you expect when you look at student work. Then, have students
practice a similar problem. Repeat this pattern until students have learned the skill.
• The person who does the work is the only one who learns. In your classroom, is the
teacher doing the work or are the students doing the work?
• Use multi-sensory when you teach. People retain 10% of what they read 20% of what
they hear, 30% of what they see, 50% of what the see and hear, 70% of what they
discuss with others, 80% of what they participate in and 95% of what they teach.
• Present information with both words and pictures to help students create a structure
or mental model. When you use a lot of words, provide pictures, graphs, diagrams,
images, etc. When you use a visual image, provide labels, titles, thought bubbles, etc.
• Use a variety of instructional strategies. 85 % of our low ability, at-risk students are
kinesthetic, tactile learners. Have students read, talk, present, watch, do, practice,
participate, discuss, sing, write, build, create, and solve in order to learn. Have
students work as a class, in groups of 3 or 4, in pairs, or individually. Plan to use
worksheets, games, role playing, group work, and other approaches in order to motivate
students as well as help them learn.
• When creating your lesson, make sure to build in practice. Learning practice does not
have to be high quality. Supervise practice until students can meet expectations. The
most valuable use of class time is supervised “rehearsal” practice. Consider how long
practice sessions should last, how much practice can be done at one time, how often
practice should occur, and how to monitor the quality of practice to avoid practicing
something incorrectly.
• Research tells us that practice sessions should be relatively short so they can be of
high intensity. The number of minutes students can work at high intensity equals their
age. For a 15 year old student, for example, you can schedule 15 minutes of pracitce.
If students need more time to practice, schedule more “sets” of practice problems.
• Expect everyone’s full attention. Do not talk over students. Expect every student to sit
up and pay attention. If a student does not feel well, send him/her to the nurse.

35
• Find out about the special needs students in your classroom. Meet with the special
needs teachers for help in modifying assignments and using special teaching techniques.
You MUST provide the accommodations listed in the IEP/504 plan.
• If you do not know the answer to a student’s question, be honest. Tell the student that
you will find the answer and answer the question the next day! You could also ask the
whole class to investigate and see if anyone can find the answer. The key is to stay
calm! Nobody knows everything!
• Be flexible, what works for one class may not work for another. What does not work
the first time, may work the second time. Don’t throw out good ideas based upon one
bad experience.
• Many bright students quit learning because the materials presented to them are
boring. Many slow learners Consider differentiating activities to keep bright students
challenged.
• Closure: “What have you learned today”, or Have students write a sentence about what
they learned from this lesson or what was the objective. You may have a couple of
closures during the class depending on the number of objectives being taught. The
students can brainstorm how people use today’s lesson outside the classroom.
• Over plan. Whether the class is long or short, create realistic goals for what you want
to achieve with your class and always plan more rather than less. The busier the
students are, the fewer problems arise.
• Create some appropriate activities that you can use with a class when there are
a few minutes left at the end of class and your lesson is over.
1) Talk A Mile A Minute (Pyramid)
“Things associated with math”
“Things associated with linear equations”
2) Concept Attainment
3) I Have…Who Has?
Multiplication Skills
Adding Integers
Basic Math Vocabulary

36
Assessment of Student Learning
• Pre-assessments help you understand what students already know about the unit being
planned. Pre-assessments can identify what standards, objectives, concepts, and skills
the student understands. Pre-assessments help teachers recognize what instruction
and opportunities are needed for mastery.
Examples: K-W-L Chart, Pre-Test, Inventory, Checklist, Observation,
Self-Evaluation, Questioning, Silent Graffiti
• Categorize students based on the results of the pre-assessment: below standard,
meeting standard, exceeding standard. You may be able to design variations of
instructional activities or formative assessments to address the needs of each group.
• Formative assessments allow you to see if students are learning as you complete one
lesson or progress through a unit. Formative assessment informs you and your students
about understanding at a point when adjustments can be made. These adjustments can
help ensure that students learn the standards-based goals within a unit.
Examples: Conferencing, Peer Evaluation, Portfolio Check, Questioning, Journal
Entry, Thumbs Up, Fist of Five, Self-Evaluation, Quiz, Exit
Slip, Observation, Talking Topics, Conversation Circles,
Think/Pair/Share
• You do not have to “grade” skills and concepts that have just been introduced or are
being learned. Think of formative assessments as practice. Rather than focus on
grading student work, emphasize giving useful advice to students.
• Feedback of formative assessments should provide students with an understanding of
what they are doing well, link to classroom learning, enable students to learn better,
and guide students to engage in a self-reflective process.
• Providing abundant, immediate, and specific feedback helps maintain students’ focus
and effort. Research tells us that immediate feedback with less detail is preferable to
delayed feedback with more detail.
• By the time your students engage in your summative assessment, they should be able
to demonstrate their understanding and knowledge on their own.
Examples: Unit Test, Performance Task, Product/Exhibit, Demonstration,
Portfolio, Project
• During a test, the teacher should monitor the classroom from a location where all
students are visible. Sitting at your desk may not be the best location.
• Return graded quizzes and tests the next day. You could use an answer column on the
right side of the quiz or test so that it is easy to grade quickly.
• Summative assessments can be used as learning tools. Students could complete
corrections on a separate sheet of paper as class work. Students could complete a
test correction quiz of the problems they miss and illustrate how to correctly
work each problem (getting help if necessary).

37
READING STRATEGIES from I Read It, But I Don’t Get It by Cris Tovani
Thinking Aloud
Say my thoughts as I read a word problem and point out words that trigger thoughts
As you work through a problem say the different steps or say what you do next before you do it
Verbally connect information to a previous lesson that will be used on a current lesson

Connecting
When will I ever use this? Help student know when this will be used in the “real world”
Use with vocabulary – ask students what they think the word means based on previous experience

Predicting
Use what you know about the problem to predict the solution or way to obtain the solution

Marking Text - you can’t write in the book, but…
Code your notes - use Highlighters to mark important facts
Use an alternate color for showing problems in notes or for grading

Print Conventions in Textbook
Teach students to observe italicized words, bold prints, theorems in blue box

Adjust Reading Rates
Slow down to get all the facts - you cannot read a textbook like you read a magazine – you must stop
and “study” the examples given in the textbook

Re-Tell Say it in your own words - What does that problem or theorem say in “real” words
Re-Read
Read the question at least once, answer the question, then re-read the question to check answer

Notice patterns in the textbook
Recognize how the textbook is organized
Realize that you do not have to read from cover to cover – where is important information is found
Use special features such as table of contents, glossary, index, appendices, etc.

Double-Entry Diaries
Vocabulary or Theorem on the left side Left Right
Definitions, things they need to remind themselves, pictures, connections, etc. on the right side

Word Wall Make a graffiti-type wall of vocabulary
Questioning
Students ask the questions - “I wonder” why, where, how, etc.
As you do your homework, jot down questions you have in the margins

Visualize
Create images, see it in their head, draw a diagram. If you “see it,” then you often understand it

Seen and Unseen text (Inferences)
Seen text - ideas, opinions, essential knowledge (how many times will the wheel go around in 3 miles
if its diameter is 4 feet?)
Unseen text – inference that can be made (what is the circumference of the wheel?)

38
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Geometry Student___________________________
Surveying Your Textbook

1. What is the book’s complete title? ____________________________________
2. How many pages are in Chapter 1? _________________
3. Was the book written or revised recently? ___________ Why might this make a
difference? _____________________________________________________
______________________________________________________________
4. Use the table of contents to answer the following.
Can you find this topic using the
If yes, what page?
Topic Table of Contents? Yes or No

Angle Bisectors

Scalene Triangle

Surface Area

Look at Ch. 3 on p. 106-166.
4. Are there chapter headings? ____________ How many? ____________
5. Are there pictures in this chapter? _____________
6. Are there charts in this chapter? _____________
7. What type of information is in the blue charts? ___________________
8. What type of information is in the yellow charts? ___________________
9. This book has a glossary. Where is it? ____________________ What kind of
information does it give? _________________________________________
10. How many appendixes does this book have?_________
11. What are the different appendixes and on what page are they?
Which will you find the most helpful? Why? _____________________________
12. Where is the index in the book? __________________________
13. Put a page number beside the information you can find using your index:
__________ angle bisectors ________________ scalene triangles
__________ surface area ________________Pythagoras Theorem
14. Look at p. 76 and 77, example 2 and 4. What do you notice that is the same
between the two examples? _________________________________________
Different?______________________________________________________
In example 4, what do you think the blue words are?_______________________

Survey created by Amy Stout, Richland Northeast High School

39
WRITING STRATEGIES
• Write a note to another student about a certain lesson.
• Explain, in your own words, how to…
• Create a word problem that would require…
• Write a biography on a person who has made a contribution to mathematics.
• Create a brochure explaining how math is used in 4 different careers. Interview people or do
research.
• Create a RAFT: Role, Audience, Format, Topic
Students design their own person assignment by choosing off a list of topics for
each of the four aspects of the writing. All RAFTs are written from a viewpoint
other than that of the student. Format can be travelogue, obituary, letter, closing
argument at trial, want ad, etc.
Example: Role: point, Audience: teacher, Format: letter, Topic: convince teacher that you
are important
QuickWrites for Mathematics
Why is it important to estimate an answer first when using a calculator?
Why is it important to read a word problem more than once?
How are commutative, associative, and identity properties for addition and multiplication alike?
When ordering decimals, what can you do to make comparisons easier?
What is the different between (5x)2 and 5x2?
When multiplying powers of the same number, why are the exponents added rather than multiplied?
Why is it important to include a check step in the problem solving process?
How is a number written in scientific notation?
How can you determine how many places to move the decimal when changing a number from one
measure to another using the metric system?
What are the difference among a line, a line segment, and a ray?
How is an angle formed and named?
What determines the number of degrees in an angle?
Can an obtuse angle have a complement? Explain.
What is the difference between two parallel lines and two skew lines?
Are corresponding angles always equal in measure when two lines are cut by a transversal?
Can the absolute value of a number ever be negative? Explain.
Explain the rules for addition of integers.
Explain the rules for multiplication and division of integers.
How can you graph a point on a plane?
What is the procedure used to check if a number is a solution of an equation?
Why is it important to check a solution to an equation?
Explain the steps you would follow to solve an equation like 2x + 1 = 7.
Why is an equation easier to solve than a problem that uses only words?
What did you learn in today’s class?
How was today’s lesson connected to previous lessons?
Who would use today’s lesson outside of class (career, daily life, etc.)?
What was most frustrating about today’s class?
What questions do you have about the current unit?

40
Suggestions from first year teachers…
• If you do not have a procedure for leaving the classroom, students will take
advantage of the opportunity to leave – one right after another. Use special
passes for students to leave the classroom for any reason other than the nurse.
Unused passes can be reimbursed for extra credit on a test grade.
• Teach expectations and procedures just like you teach content  teach, discuss,
practice, quiz, review often.
• Do not talk over students. Develop a signal to get everyone’s attention. Stand with
your hand raised. Say, “Give me five, 5-4-3-2-1” and teach students that by the time
you get to 1 everyone should be quiet and have their eyes on you.
• Excuse rows of students from class one at a time based on cleanliness of floor,
quietness of row, level of participation that day, etc.
• Warm-Up or Bell Work Policy  students have a special notebook for bell work.
Questions are written out and all work is corrected each day. Notebooks are kept in
the classroom.
• When you design a project, make sure the project is based on content standards. Give
students the rubric you will use for assessment when the project is assigned. Have a
sample project to show students.
• Use a timer during bell work or class work to motivate students to stay focused on
completing work.
• Praise students who are doing the right thing rather than call out the students who
are not following procedures or directions.
• Make a copy of graded tests before giving them back to students. If a student
decides to change an answer and complain that you made a mistake in grading the test,
you can look back at the test you graded.
• You might get advice and/or materials from several teachers. Be patient with
yourself. You will eventually find what is right for you.
• You can learn a lot from veteran teachers. Listen more than you speak. If you speak,
remain positive. Too much negativity sends out a bad signal.
• You will have the opportunity to collaborate with other teachers. Experienced teachers
will have materials that they are willing to share. Most are flattered when you ask for
something. Do your share of the work in your subject group. Be considerate! Always
give credit for work you borrow.
• Move around the room. You need to circulate to see how all your students are
progressing and to implement proximity discipline.
• Remember that observers are there to help you become more successful, not find
mistakes. Teach a normal lesson without creating a special show to impress the
observer. He or she wants to see what a normal day in your class looks like. Listen to
suggestions made and thank the observer for giving you something to think about.
• Grade papers each day rather than accumulating a pile of papers to grade.

41
• Be flexible. Anticipate special bell schedules or “last minute” information about a
school-wide event. Being cooperative, rather than complaining, will help you feel better
about the situation.
• Dress professionally. Your dress sends out a message to students. If your school has
casual dress days, remember that you are an adult. Consider wearing casual pants or
black jeans rather than blue jeans. Your casual outfit should still be professional.
• If you have a special needs student who must have all class notes copied for them, ask
a reliable student to use carbon paper as they take their own notes and give the copy
to the special needs student. This is also a great idea for getting notes to students
who are absent.
• If you have several students with special needs, organize their IEP or 504
accommodations into one chart. Keep parents and special needs teachers informed of
the student’s progress.
Student Name Resource Teacher Accommodations

• If you want students to grade work during class, buy colored pencils without erasers
to keep in the classroom. When the class grades an assignment, students must put away
all other writing utensils.
• Instead of collecting and grading all warm-ups, notebooks, assignments, etc. have a
notebook check quiz or an assignment check quiz.
• When letting students use your classroom calculators, get their ID!!!!!!
• As a review (closure), ask students to write a letter to another student (possibly an
absent student) explaining what the class learned.
• It is a great idea to keep student supplies in your classroom. If you sell items to
students charge students what you paid for the item. If you have supplies available for
free, students will use them up!!!
• Create a folder for passes students bring to class when they enter after the bell.
Make sure you can read who wrote the pass for the student. Take the time to ask the
student for the name and write it on the pass if you cannot read the writing.
• Avoid putting bad kids in the front of the room where they are able to gain everyone’s
attention. Put them toward the back of the room to minimize their ability to use
disruptive behavior to get attention.
• Keep your eye on students – they can text message without even looking at their cell
phone. Is there a student with his/her hands in a book bag, purse, or pocket that looks
like he/she is paying attention?
• At the end of a test ask the students to answer a few questions like…
Do you feel as if you were prepared to take this test? Why or why not?, How did you
prepare for this test? (you might give a list of tasks to choose from), Do you wish you
had done anything differently in your preparation?, What might help a student prepare
for a test?, What grade do you think you earned on this test? Why?, Which question
was the hardest? Why?, Which question was the easiest? Why?

42
• Model behaviors you want to see in your classroom. Use positive verbal comments and
behaviors (listening, smiling, holding the door, waiting your turn) Students will pick up
on even a hint of negativism and sarcasm. Be respectful. Let students know they are
worth your time and effort, learn their names as quickly as possible, listen to their
questions and concerns, and get to know them as individuals (using caution, of course).
Be serious, with a touch of humor. Teens will shut down if you present yourself as a
stern taskmaster, but do not try to be a comedian either. Balance and timing are
important. Be friendly and invite students to work in your class. Welcome students to
your class each day. Use “Please” and “Thank you.”
• When you receive corrective feedback from another teacher or administrator, don’t
deny, defend, or minimize. Say, “I hadn’t thought about that. Thank you. You have given
me something to consider for the next time I teach this lesson.” Then, take some time
to think about it.
• Keep a file of positive memories, letters from students and parents, a good evaluation
and anything else that will help cheer you up on a day when things aren't going so well.
• At the end of the year, ask your students to evaluate you. You might ask them to
write a note to a student you will have next year. They could tell the student about you
as a teacher & what to expect in your class.
• Take pictures of your students. Begin a scrapbook of class pictures with a list of
names and final grades. You might include some facts about the year. You could use the
scrapbook to highlight your professional reflection and growth.
• Before you use anyone’s work (PowerPoint or Word document), review it and “make it
your own.” Always give credit to the original author. Do not submit work created by
someone else for your formal evaluation.
• Have $2 available for a student who needs lunch money. When the student pays you
back, you have that $2 for the next student. If the student does not pay you back and
another student needs money for lunch, explain that your emergency money has not yet
been returned.
• Begin a professional folder. Document any and all courses and workshops you attend.
Keep all of this information with your resume, transcripts, Praxis scores, observation
evaluations, etc.

43
Preparing for a Substitute Teacher
• At the beginning of the school year, register with SubFinder. Keep a copy of SubFinder
instructions at home. Be sure your spouse or roommate knows who to call in case of an
emergency.
• When you are absent, report the absence on eleave, call SubFinder, call or email the
department/team leader, and person in charge of substitutes.
• Create a substitute teacher folder. Be sure that another teacher knows where you
keep this information.
• In your substitute folder, include a note of appreciation to the substitute for teaching
your class, bell schedules identifying what you teach, class rosters, seating charts,
names and numbers of helpful teachers, a description of class routines, names of
reliable students in each class, classroom procedures and rules, and the location of
classroom supplies. Highlight special information - there is no “break” during a blocked
class, students must have a special pass to leave the classroom, etc.
• A substitute also needs to know about emergency procedures (fire drill, bad weather),
extra duty assignments (with details about what is expected of them during this duty),
and the location of the nearest bathroom.
• Include a Feedback Sheet for a record of attendance, a list of what students
accomplished during each class, feedback on behavior, and any additional comments.
• What should students NOT do when you are gone?
tests, quizzes, videos, computer lab activities
• Planned Absence: Write a detailed description of the work students should do during
each class. Give the sub an idea of how long certain things should take. Be sure to leave
more than enough work to keep students occupied. Have some extra ideas to use if
they end up with time at the end of a class period (crossword puzzles, brainteasers,
word puzzles, Bingo).
• Unplanned Absence: Create emergency lesson plans for unplanned absences. Have
enough work for at least 2-3 days of emergency lesson plans. Choose work that
students would be able to complete regardless of where you are in the course. Be sure
you have enough copies for all students in your classes. Let other teachers know where
everything is stored.
• Always assign some type of grade for the work students complete while you are
absent. If students learn that you will not grade the work, they will be less likely to
complete it when you are absent in the future - causing problems for future
substitutes.

44
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

General Information for My Substitute
Thank you for being my substitute today. I hope that you enjoy my students as much as I
do and that you have a wonderful day.

Students must be wearing their school ID to enter the classroom.
Please stand at the door. Send students to _____ if they do not have an ID.

Students may not eat or drink anything in this classroom.
We do NOT take a break in the middle of block classes.

In order to leave the classroom before the end of class (restroom), students must
give up a Privilege Pass (sign your name over the Privilege Pass) and ask you to sign their
agenda book pass log. Students may go to the nurse without giving you a Privilege Pass.
They still need your signature in their agenda book pass log.

Need Help?
_______ is in room ______.
If you need immediate assistance with a problem, and call (0) for the main office to send
an administrator.

EMERGENCY REQUIRING EVACUATION
Take the EMERGENCY folder with you. Students are to take everything with
them and meet their homeroom teacher on the football field or practice field. My
homeroom meets on the back, left side of the football field (in front of the concession
stand building) on the 20-yard line. My homeroom is to line up and stand on the yard-line at
all times. Fill out the ACCOUNTABILITY FORM in the front of the EMERGENCY folder.

WEATHER EMERGENCY
Take the EMERGENCY folder with you. My class is to sit quietly in the hallway along the
lockers just to the left of our door. Fill out the roster for the class located in the front
of the EMERGENCY folder for the current class.

Helpful Students in each class:
1st period -
2nd period –
3rd period –
4th period -

45
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Bell Schedules for Teacher’s Classes
1-2nd Block – course
3-4th Block – course
5th Period – Planning
with lunch after 5th period
6-7th Block – course

Blocked classes do not take a break between periods.
Students remain in the classroom for the entire time listed below.

On Wednesday, I have lunch duty. I stand at the cafeteria end of B Hall. Students
are not allowed to eat or stand in the hallway. Students may use the restrooms.
Students are not to walk through the hallway to go outside.

Regular Homeroom
Wednesday Schedule
Schedule Schedule
1-2 nd
8:40-10:24 1-2nd 9:30 - 11:00 1-2 nd
8:40 - 10:15
3-4 th
10:29-12:10 3-4th 11:05 -12:32 HR 10:20 - 10:40
5 th
12:15- 1:03 5th 12:37 - 1:18 3-4 th
10:45 - 12:20
B lunch 1:03- 1:36 B lunch 1:18 - 1:51 5 th
12:25 - 1:10
6-7 th
1:42- 3:23 6-7th 1:56 - 3:23 B lunch 1:10 - 1:43
7-8 th
1:48 - 3:23

I have a senior homeroom that meets when we
are on the Home Room Bell Schedule.

46
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Emergency Lesson Plans for Teacher
2008-2009

Neighboring teacher (classroom) or neighboring teacher (classroom) can locate emergency
materials on the shelves behind my desk.

Tell students that they “DO NOT WRITE ON THE TEST.” Students must use separate
sheets of paper to do work for math problems and staple all paper to the back of their
answer sheet. Assure students that all work will be graded.

Emergency Plan for Day #1
Students in all classes will complete a practice SAT.
Remind students not to write in the test booklets.

Emergency Plan for Day #2
Students in all classes will complete a practice ACT.
Remind students not to write in the test booklets.

Emergency Plan for Day #3
Students in all classes will complete an Algebra 1 exam.
Remind students not to write on the test.

47
SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

Teacher: ________________________
Please list names of absent students on this sheet. In addition, students know what I
expect of them when a substitute teacher visits our class. Please leave me any information
you feel I need concerning each class.

1st-2nd Block
Absent students:

Substitute’s comments about class:

3rd-4th Block
Absent students:

Substitute’s comments about class:

6th-7th Block
Absent students:

Substitute’s comments about class:

SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE * SAMPLE

48
Substitute Lesson Plans for (date)
Period: _____________ Class: _____________________

1) Warm-Up
I have left you a transparency of warm-up problems. Trusted student has
volunteered to facilitate the warm-up review. He will ask for volunteers to
put each problem up on the board. Students will discuss the problems as necessary.
If no student is able to show a specific problem or there is not agreement on
a solution, ask students to remind me of that problem when I return.

2) Assignment Transparency – answers to homework
If students have questions and need to see a problem worked out, usually a student
can put the correct work on the board. If no student is able to show a specific
problem, ask students to remind me of that problem when I return. Collect all
completed assignments.

3) Distribute the practice sheets to students. Students may use their books, notes, and
personal calculators to complete these problems. If any student has a question,
Trusted student and trusted student have agreed to help. Collect the work as
students finish.

4) Cumulative Practice
When students complete the practice sheets, they should begin the cumulative
practice worksheet. At the top of each individual sheet, record the time so that I
will know how much of the worksheet each student should be able to complete.
Collect all practice sheets at the end of the class period. 

Absent Students:

Substitute Comments:

49
WHEN REPORTING AN ABSENCE, ALWAYS WAIT FOR THE
JOB NUMBER BEFORE DISCONNECTING OR YOUR
ABSENCE MAY NOT BE RECORDED.
2007-2008
EMPLOYEE INSTRUCTIONS
YOUR MAIN MENU
REGISTRATION
To Report an Absence Press 1
To Review an Absence Press 2
1. Using a touch-tone phone, call SubFinder at To Cancel an Absence Press 3
803-738-2944. To Review Personal Information Press 4
To Leave the SubFinder System Press 9
2. SubFinder will identify itself and ask you to
enter your PIN (Personal Identification MAIN MENU OPTION #1
Number) followed by the # key. Typically, TO REPORT AN ABSENCE
your PIN will be your Social Security
Number. Enter your PIN using the touch When reporting an absence, SubFinder will ask
pad of your telephone. you for the following information:

1. Date(s) and times of the absence
3. Once you have entered your PIN and 2. Reason for the absence
pressed the # key, SubFinder will 3. If a substitute is required for the
acknowledge that this is the first time you absence
have called and ask you to voice your name. 4. If there any special instructions for the
Please say your name clearly, as you want it substitute
to be heard by other people using the
system. When you are done speaking, From the Main Menu Press 1
press the # key. After pressing the # key,
SubFinder will play your recorded name SubFinder will play the ABSENCE MENU
back to you for verification. If it is correct,
press 1. If you want to re-record your name, For all day today Press 1
press 2 and repeat this step again. For all day the next work day Press 2
To enter specific dates and times Press 3
To return to the Main Menu Press 9
4. Once you have recorded your name and
accepted it, SubFinder will play your Main (1) FOR ALL DAY TODAY or
Menu. Please choose option 4 - To Review (2) FOR ALL DAY THE NEXT WORK DAY
Personal Information. If any of the
information is incorrect, contact Substitute From the Absence Menu
Supervisor at 803-738-3258 or
jbudden@richland2.org . For further For all day today Press 1
information, please refer to your Employee For all day the next work day Press 2
Reference Card.
SubFinder will play the absence date and times.
5. Congratulations, you are now registered!
. If correct
Press 1
Remember, SubFinder only works from If incorrect
touch-tone telephones! Press 2

TELEPHONE SHORTCUTS:
Pressing 9 will take you back to the previous
Menu.

Pressing * will allow you to move to the next
item when listening to a list of items, such as
absences.

50
GRADE LEVEL (3) TO ENTER SPECIFIC DATES AND TIMES

Please enter (voice) your grade level and/or From the Absence Menu Press 3
subject area followed by the pound sign (#).
Step 1: Enter the first date of the absence
If correct Press 1 (MMDD) followed by pound (#). To begin the
If incorrect Press 2 absence today, press star (*).

If grade level is already voiced employee will Step 2: Enter the time the absence begins
hear : (HHMM) followed by pound (#). If the absence
begins at the start of the workday, press star (*).
Your grade level is If you enter a specific time:
To change your grade level Press 1
Otherwise Press 2 For A.M. Press 1
If you press 1, SubFinder will revert you back to For P.M. Press 2
the first step (see above) for entering the grade
level. Step 3: Enter the last date of the absence
(MMDD) followed by pound (#). For a single day
If you press 2, SubFinder will continue on absence, press star (*).
through the proper menu options.
Step 4: Enter the time the absence ends
ENTER THE ABSENCE REASON (HHMM) followed by pound (#). If the absence
ends at the end of the workday, press star (*). If
SubFinder will play a list of absence reasons. you enter a specific time:
Press the number of the appropriate reason
followed by pound (#). SubFinder will repeat the For A.M. Press 1
reason. For P.M. Press 2

If correct Press 1 SubFinder will repeat the date(s) and times of
If incorrect Press 2 the absence.

IS A SUBSTITUTE REQUIRED FOR THE If correct Press 1
ABSENCE? If incorrect Press 2

If a sub is required for the entire absence Press 1 PLEASE NOTE: When reporting a multiple-day
If a sub is not required for the absence Press 3 absence, you will be asked to use the
Employee’s Schedule (the absence will follow
RECORD SPECIAL INSTRUCTIONS the employee’s standard work times) or the
Same Times Every Day (the absence will be
To record special instructions Press 1 reported for the same times each day of the
Otherwise Press 2 absence).

If you press 1, record a short message after the FROM THIS POINT FORWARD SUBFINDER WILL FOLLOW THE
tone. When you are finished, press pound (#). SAME PROCEDURES USED WHEN REPORTING AN ABSENCE

SubFinder will repeat the message. FOR ALL DAY TODAY OR ALL DAY THE NEXT WORKDAY.

If correct Press 1
If incorrect Press 2

GET THE JOB NUMBER

ALWAYS WAIT FOR THE JOB NUMBER BEFORE
DISCONNECTING OR THE ABSENCE MAY NOT BE
RECORDED.

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MAIN MENU OPTION #2 Enter the job # followed by pound (#).
TO REVIEW AN ABSENCE
SubFinder will play the absence.
From the Main Menu Press 2
To cancel the absence Press 1
SubFinder will play all your scheduled absences, To return to the Main Menu Press 9
if any exist, beginning with the next scheduled
and moving forward. After each absence you If you press 1, SubFinder will ask for
will be given some of the following options: confirmation.

To hear the absence again Press 2 To confirm the cancellation Press 1
To hear the next absence Press 3 Otherwise Press 2
To cancel this absence Press 4
To change the special instructions Press 5 MAIN MENU OPTION #4
To record special instructions Press 6 TO REVIEW PERSONAL INFORMATION
To return to the Main Menu Press 9
From the Main Menu Press 4
Option #4 will only be available if you are calling
prior to the cancellation deadline established by SubFinder will provide you with the following
your district. If you press 4, SubFinder will ask information: your home site, your standard work
for confirmation. times, your primary job position, your SubFinder
–assigned ID number (used only when your
To confirm cancellation Press 1 administrator needs to create an absence for
Otherwise Press 2 you), and your name as recorded. To change
your home site, work times, or primary job
Option #5 will only be available if you originally position, contact your supervisor.
recorded Special Instructions. If you press 5,
record the new message after the tone. When To record your name Press 1
you are finished, press pound (#). SubFinder To record your itinerant message Press 3
will repeat the message. To return to the Main Menu Press 9

If correct Press 1 If you press 1, wait for the tone and record your
If incorrect Press 2 name. When you are finished, press pound (#).
SubFinder will repeat your name.
Option #6 will only be available if you did not
originally record Special Instructions. If you If correct Press 1
press 6, record the message after the tone. If incorrect Press 2
When you are finished, press pound (#).
SubFinder will repeat the message. Option #3 will only be available if you are set up
If correct Press 1 within SubFinder as an itinerant employee. If
If incorrect Press 2 you press 3, wait for the tone and record your
itinerant message - usually your schedule for the
week. When you are finished, press pound (#).
MAIN MENU OPTION #3 SubFinder will repeat your message.
TO CANCEL AN ABSENCE
If correct Press 1
From the Main Menu Press 3 If incorrect Press 2

Subfinder: (803) 738-2944
SubFinder Online: WebConnect
http://subfind.richland2.org

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Web Sites
A web site for new teachers
http://www.terri.clarityconnect.com/terri.html

A web site for graph paper
www.mathematicshelpcentral.com/graph_paper.htm

A web site for interactive activities
www.explorelearning.com

“What do you know about math?” song
http://www.youtube.com/watch?v=Ooa8nHKPZ5k

Interactive quizzes (several Algebra EOC Exams)
http://www.iq.poquoson.org/

Interactive Tests
http://www.univie.ac.at/future.media/moe/tests.html

Geometry Crossword Puzzle
http://www.iq.poquoson.org/6math/geometryterms/geometryterms.htm

factoring using the TI-83 Calculator
http://mathbits.com/MathBits/TISection/Algebra1/Factoring.htm

Algebra 1 Activities
www.algebrabits.com

Math Activities
http://mathbits.com/

Math Games, Logic Puzzles, Math Videos (Millionaire)
http://www.mathplayground.com/

Math Videos
http://www.teachertube.com/
http://www.youtube.com/

“What You Know About Math? Video
http://www.youtube.com/watch?v=Ooa8nHKPZ5k

Multiplication “Trick” – Math Genius!
http://www.youtube.com/watch?v=otCLgQjBaio&NR=1

Lesson Videos
www.yourteacher.com

McDougal Littell Web Site
www.classzone.com

The Futures Channel – Algebra in the real world, hands-on math, Jaime Escalante, Problem Solving
http://www.thefutureschannel.com

Brain Pop – Video and Interactive Quiz
http://www.brainpop.com/

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SMARTBoard Web site (get lessons and ideas)
http://www.brainpop.com/

National Council of Teachers of Mathematics
Activities, Lessons, Online Resources
http://illuminations.nctm.org/

Lesson Activities
www.smarttech.com/EdCLA

Discovery Education
http://school.discoveryeducation.com/

Teachley's Amazing Talking Brain
http://www.ncwiseowl.org/kscope/TeacherHut/Teachley/index.html
(Tell how the brain works with learning)

Technological Support for Differentiated Instruction
http://www.otterbein.edu/home/fac/ckilbane/stateconf/
(Links to tools for creating surveys, and changing content, process and products)

Understanding by Design Exchange
http://www.ubdexchange.org/resources.html
(Primer on UBD)

Differentiated Instruction from Project ACT
http://www.csus.edu/indiv/j/jelinekd/ACT/DifferentiatedInstruction.htm
(Contains primer on DI and definitions on strategies)

National Conference on DI: DI Resources
http://www.sde.com/Conferences/Differentiated-Instruction/DIResources.htm
(Has links to reproducible sheets to use to DI)

FCPSTeach Curriculum Resources
http://www.fcpsteach.org/gt_renzulli/default.cfm
(Reproducibles for, not just, gifted students)

Videos
www.unitedstreaming.com

ClipArt for Educators
http://www.awesomeclipartforeducators.com/
http://www.phillipmartin.info/clipart/homepage.htm

Inattentive Blindness – Your brain cannot multitask
http://viscog.beckman.uiuc.edu/grafs/demos/15.html

Internet for Classrooms
www.internet4classrooms.com

Homework Web Link for High School
http://highschoolace.com/ace/ace.cfm

Fantasy Sports and Mathematics
http://www.fantasyfootballmath.com/

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http://thegateway.org/ The Gateway to Educational MaterialsSM is a Consortium effort to provide
educators with quick and easy access to thousands of educational resources found on various federal,
state, university, non-profit, and commercial Internet sites.

http://www.ed.gov/free/index.html FREE Web Site Federal Resources for Educational Excellence. FREE
offers quick access to more than 1,500 resources in the arts, sciences, history and other subjects from
the Library of Congress, National Archives, Smithsonian, NASA, the National Science Foundation
and other federal agencies.

Mathematics Across the Curriculum -- Materials for teaching math in art, history, literature and music, as
well as science, engineering and other disciplines traditionally associated with math
http://www.math.dartmouth.edu/~matc/eBookshelf/index.html

Instructional Television
www.itv.myetv.org

Right Brain – Left Brain Connection
http://www.njagyouth.org/colortest.swf

National Library of Virtual Manipulatives
http://matti.usu.edu/nlvm/nav/category_g_4_t_3.html

Kaleidoscope Painter
http://www.permadi.com/java/spaint/spaint.html

10 Best Practices in Mathematics Instruction
http://jeffcoweb.jeffco.k12.co.us/isu/math/instruction/ers.htm
Jefferson County Public Schools in Colorado provides this short list of attributes adapted from Improving
Student Achievement in Mathematics.

Best Practice in Mathematics: Using Test Results to Inform Instruction and Improve Student Achievement
http://www.enc.org/features/focus/archive/data/document.shtm?input=FOC-003036-index
"An assessment consultant advises teachers on how they can ensure that data from standardized tests
will inform their instruction and classroom assessments."

Curious and Useful Math
http://www.curiousmath.com/
This site is loaded with tricks and rules for quickly calculating certain types of math problems. There are
also some entertaining trivia and math facts. Ask a question or participate in the online forum.

PBS Mathline
http://www.pbs.org/teachersource/math.htm
To view lesson plans and activities, select a grade range and topic. Teachers can get quick access to their
most relevant content for subject, grade level, and location by personalizing this site.

Connected Math
http://www.mth.msu.edu/cmp/Overview/Glance.htm
Help students develop an "understanding of important concepts, skills, procedures, and ways of thinking
and reasoning in number, geometry, measurement, algebra, probability, and statistics."

Secondary Math for SMARTBoard Users
http://smarteducation.canterbury.ac.uk/classroom-resources/interactive-websites/secondary/

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Got a student whose work that did on a home computer will not open here at school?
Finally, there is an answer. OpenOffice.org is a free set of software that will allow all users to work on
their computer and save them in any format. This could be a great resource for our students that don't
have MSOffice at home.
Check it out at www.openoffice.org

Reflective Teaching
Reflective Teaching: Situating Our Stories
http://www.cuhk.edu.hk/ajelt/vol7/art1.htm
Professor Kathleen Bailey describes how reflective teaching, or monitoring and critiquing your own
teaching practices, contributes to your professional development.

Mentoring Teachers: A Handbook for Reflective Teaching
http://www.iloveteaching.com/mentor/
Designed for the new and student teacher, this handbook summary asks teachers to "think about what we
wish to accomplish in the classroom, why we have chosen these goals, and how we wish to achieve
these goals." Learn how to set benchmarks before teaching, study methods of observation, and practice
keeping a journal.

Reflective Teaching: Exploring Our Own Classroom Practice
http://www.teachingenglish.org.uk/think/methodology/reflection.shtml
Methods explored on this site include writing a teacher diary, peer observation, collecting student
feedback, and video recording your lessons.

ERIC Digest: Reflective Practice and Professional Development.
http://www.ericfacility.net/ericdigests/ed449120.html
This article reviews the concept, techniques for, and benefits of reflective practice.

Reflective Teaching: Reflection-on-Action on Teachers' Practices
http://www.igu-net.org/cge/tetsdais/Reflective_Teaching.pdf
Fernando M. S. Alexandre presents his thoughts on reflective teaching from the Teachers' Training
Seminar in Mallorca, Spain.

What Makes a Good Teacher?
http://www.sabes.org/resources/adventures/vol12/12hassett.htm
Marie F. Hassett believes that "when we're being honest, we admit that good teaching often has less to do
with our knowledge and skills than with our attitude towards our students, our subject, and our work."

What Makes a Good Teacher?
http://www.unicef.org/teachers/teacher/teacher.htm
Children from 50 countries aged 8-12 contributed their opinions in this article. You can also submit your
ideas on the topic.

Attention, Class: 16 Ways to Be a Smarter Teacher
http://www.fastcompany.com/online/53/teaching.html
Good teachers need to be doers. Here are some tips to help teachers to be more effective in guiding their
students.

What Qualities Do Principals Look for in a New Teacher?
http://educationworld.com/a_admin/admin/admin071.shtml
School principals weigh in on what makes a good teacher in this Education World Article. Most say
passion is the key!

Setting the Stage for Learning from Teaching
http://www.cftl.org/documents/Darling_Hammond_paper.pdf
Teacher quality: does it matter? Good schools and good teachers really do make a difference.

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Creating a Teacher Mentoring Program
http://www.nfie.org/publications/mentoring.htm
The NEA Foundation for the Improvement of Education offers advice on developing new or improving
existing mentor programs. Contents include Creating the Climate, Context, and Structure for Effective
Mentoring; Selecting, Training, and Supporting Mentors; and What Protégés Need from Mentors.

Teachers Network: New Teachers Online
http://teachersnetwork.org/ntol/index.htm
Meet the Web Mentors, veteran teachers that guide discussions on a variety of topics. Click New Teacher
Helpline or How To, and find information on classroom management, working with students' families,
literacy instruction, as well as implementing standards, curriculum, and assessment.

Edutopia Online: The Big List on Mentoring
http://glef.org/php/biglist.php?id=228
Scroll down this excellent compilation of articles, including The Good Mentor; Mentoring: Recent
Research Highlights; Reflections: What Constitutes a Good Mentoring Relationship; Perspectives on
Mentoring; and Teachers Supporting Teachers.

Program Design: Collaboration Through Mentoring and Peer Coaching
http://www.mentors.net/03program/cover.html
This site defines mentoring and provides tips for, and characteristics of, effective mentors.

Mentoring the Mentor: A Challenge for Staff Development
http://www.nsdc.org/library/publications/jsd/janas174.cfm
Find detailed information on the challenges that schools face in implementing a mentoring program for
novice teachers.

Jeopardy, Weakest Link, Hollywood Squares, and who wants to be a millionaire powerpoint games with
music. COOL!
http://www.hillsborough.k12.nj.us

NCTM Illuminations
http://illuminations.nctm.org/index2.html
The Illuminations Web site was developed by NCTM to help educators implement the NCTM Standards.
Browse the site for lesson plans, classroom videos, and a wide range of tools and resources.

Math Explorations
http://www.studyworksonline.com/cda/explorations/main/0,,NAV2,00.html
This site is for serious math hobbyists only! If you or your star pupil hungers for some really challenging
math problems, this extensive collection is a valuable resource.

Math.com
http://www.math.com
This site has organized online math resources for students, teachers, and parents. Find links to
homework help, free math lessons, family math projects, and solutions for everyday math problems.
Review Basic Math, Geometry, Algebra, Calculus, Trigonometry, and Statistics.

Math Problems & Puzzles
http://mathforum.org/library/resource_types/problems_puzzles/
The Math Forum scouts sites to make it easy for teachers to find the resources available for their own
purposes. This site contains a large collection of links to puzzles and problems.

Real-World Math & Science
http://www.enc.org/topics/realworld/
This site from the Eisenhower National Clearinghouse is a good starting point for exploring Internet
projects and other resources that bring the real-world into the classroom.

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Edutopia Online: The Big List on Technology Integration
http://glef.org/php/biglist.php?id=137
The George Lucas Educational Foundation (GLEF) offers courseware modules, articles, interviews,
professional organizations, and resources to show teachers how to weave computers into the curriculum.

Best Practices of Technology Integration
http://www.remc11.k12.mi.us/bstpract/
Access K-12 lessons that use technology. Written by practicing teachers and "kid-tested", the lessons
encompass Fine Arts, Language Arts, Mathematics, Science, Social Studies, Special Education, and
Technology.

Technology Integration: Unit Planning
http://www.kent.k12.wa.us/curriculum/tech/proj_plan.html
What does the research say about using technology effectively? This site reviews how to design an
effective technology lesson, construct the assessment, identify instructional resources, and plan for
classroom management.

Technology Integration
http://www.lburkhart.com/
Linda Burkhart provides guidelines, tip sheets, interactive projects, and strategies for K-8 students and
special needs students. Topics include the one computer classroom, utilizing Web information, assistive
technology, and instructional uses of the Internet.

Technology Integration Projects for Students
http://www.gp.k12.mi.us/ci/ce/computer/strategies.htm
This site lists various ways to use computers, such as conduct research, dialog with experts, publish
products, discuss ideas, use multimedia resources, enhance project-based learning, and reform learning.
Each category has supporting Web sites.

Technology Integration
http://www.leesummit.k12.mo.us/its/
This site holds a wealth of information from keyboarding lessons and game templates to classroom
applications using a digital camera and software tutorials. Also available are virtual activities, Web page
design tips, links to student sites, and how to use Windows and interactive whiteboards.
Here's a preview of the upcoming Games! These sites can be integrated into math, history, science, and
language arts lessons.

Athens 2004
http://www.athens2004.com/athens2004/
This August 13 through August 29, the Olympic Games will be held in Athens, Greece. Site of the ancient
Olympics and the first modern Olympics in 1896, Athens promises to be a spectacular host city! Click
Olympic Games for history and events. Click Athens Guide for city treasures. Follow the international
route of the torch relay!

Official Web Site of the Olympic Movement
http://www.olympic.org/uk/index_uk.asp
Click Athletes for biographies of Olympic competitors. Click Olympic Games for facts about the past
winter and summer Olympics.

Olympics Through Time
http://sunsite.informatik.rwth-aachen.de/olympics/preview/
This site discusses the origin of the Olympic Games, their importance, and how they emerged into the
modern Olympics.

Olympic Curriculum Guide
http://www.aafla.com/6oic/curric_frmst.htm
The Amateur Athletic Foundation of Los Angeles has created a resource for teachers with Olympic-

58
themed lesson plans in health and physical education; social studies and geography; mathematics and
science; and language arts.

The Ancient Olympics
http://www.perseus.tufts.edu/Olympics/
Take a tour of ancient Olympia and learn about some of the ancient games and the requirements athletes
needed to meet in order to participate.

Go to this website. select "java model" beneath the figure.
you can rotate it on screen and see different aspects of the shape.
http://www.scienceu.com/geometry/facts/solids/L-tr_icosa.html

59
http://isotropic.org/uw/polyhedra/566.pdf

I Love This Game!
http://www.mste.uiuc.edu/hill/dstat/medianbball.html
Finding the median.

Math League Baseball
http://euclid.barry.edu/~marinas/mat476/journal/kup319df.html
Use baseball to learn statistics.

National Center for Education Statistics
http://nces.ed.gov/nceskids/
Games, quizzes and searches about statistics.

Who's on First?
http://www.figurethis.org/challenges/c14/challenge.htm
Find the batting average.
Has everyone see this: On this page there is a red box and it has a link for a teacher's guide for the
Algebra I EOC test

http://www.myscschools.com/offices/cso/mathematics/math.htm
March 14 is Pi Day.

Pi Mathematics-
http://archive.ncsa.uiuc.edu/edu/RSE/RSEorange/buttons.html

Pi Day on the "Math with Mr. Hete" Web site-
http://mathwithmrherte.com/pi_day.htm

Pi Pages on the Internet-
http://www.joyofpi.com

The Pi Trivia Game-
http://eveandersson.com/trivia/

A History of Pi-
http://www-groups.dcs.st-and.ac.uk:80/~history/HistTopics/Pi_through_the_ages.html

Pi Day sites from the Math Forum-
http://mathforum.com/t2t/faq/faq.pi.html

Discovering Pi-
http://www.eduref.org/cgi-
bin/printlessons.cgi/Virtual/Lessons/Mathematics/Geometry/GEO0001.html

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Student Motivation To Learn
http://learn2study.org/teachers/motivation.htm
Review how the motivation to learn can be fostered in school. Find out how to help unmotivated students
with attribution retraining.

Tools for Teaching: Motivating Students
http://teaching.berkeley.edu/bgd/motivate.html
This article lists key features that enhance student motivation. They include making students active
participants in learning as they set achievable goals for themselves, giving students feedback as quickly
as possible, and emphasizing mastery and learning rather than grades.

Seizing the Days: Engaging All Learners
http://edservices.aea7.k12.ia.us/motivation/index.html
K-12 teachers can learn new instructional skills as they study the science of learning and how the brain
works. Create the conditions for your learners to find motivation within themselves.

Dimensions of Learning: Teacher's Manual
http://www.ascd.org/cms/index.cfm?TheViewID=983&topnav=1
This overview challenges readers to rethink conventional views on such matters as student motivation
and reward systems, and the relationship between thinking skills and content knowledge.

The Jigsaw Classroom
http://www.jigsaw.org/
Visit the Jigsaw Classroom, a cooperative learning technique that claims to reduce racial conflict among
school children, promote better learning, improve student motivation, and increase enjoyment of the
learning experience.

Read about issues involved in developing assessments.

Critical Issues in Assessment
http://www.ncrel.org/sdrs/areas/as0cont.htm
Learn how to integrate assessment and instruction.

Assessing Assessment: Are Alternative Methods Making the Grade?
http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publi
cations/curr_update/2002spring/franklin.html
Read an excellent overview and survey of alternative assessment methods and instruments. The author
is a strong supporter of the use of this type of assessment.

What is Authentic Assessment?
http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
This thorough site gives a definition for authentic assessment and also how it is different from traditional
assessment.

Ongoing Assessment
http://learnweb.harvard.edu/alps/modules/help.cfm?help_id=help504
Review these resources from Harvard University on the topic of ongoing assessment of students.

Using Technology for Ongoing Assessment
http://www.teachingstrategies.com/pages/page.cfm?pageid=183
Use technology to make ongoing assessment of your students more efficient.

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Pi Day - March 14 (3.14) See http://mathforum.org/library/drmath/sets/mid_pi.html for ideas - Your
class could create a display about Pi (ex. cut out circles, decorate them as pies, measure diameter, and
calculate circumference to display, write out facts about pi...)

March Madness - NCAA basketball tournament - This is when the top 64 American college teams are
selected for a tournament that results in the national championship. I found a webquest
http://www.madison.k12.ky.us/district/projects/WebQuest/MarchMadness/mmwebquest.html that
had some interesting activities for the students - they gather statistics about the teams that are involved,
calculate what fraction/percent of teams are eliminated after each round, calculate probabilities... Your
students could create a display featuring basketball pictures, the tournament bracket, some of their work,
etc....

Miriam Webster now has a visual online dictionary.
http://visual.merriam-webster.com/

You can order the Notetaker system (cover binder and paper refill pack):
Rochester Institute of Technology/Campus Connections
Building 15, 48 Lomb Memorial Drive; Rochester, NY 14623-5604
Tel: 585-475-2504; Fax: 585-475-6499
http://bookstore.rit.edu

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