1. Lincoln Elementary Math and Science Learning Academy

3.  Get to Know Tubman  Ask Your Mentor Checklist Always present a positive image to the public. Realize that negative comments made about school and students when dining out or in a public arena reflect badly on the entire school system.

4. Expectations worded in a positive sense have greater impact than does a list of things not to do.  Review the school’s code of conduct.  Form rules with the students governing classroom behavior. Tip: Never underestimate the importance of your appearance. Always dress professionally, if you want to be considered a professional.

5. Circle of Influence

6.  High expectations (ALL will succeed)  Good classroom management  Design lesson to achieve mastery Turn to Page 15 in your handbook. Read the Characteristics of an Effective Teacher Pair & Share

7.  Effective teachers MANAGE their classrooms.  Ineffective teachers DISCIPLINE their classrooms.

8.  Classroom management is all the things a teacher does to organize students, space, time, materials, so that student learning can take place.  The most important thing a teacher can provide in the classroom is consistency.

9.  Students are deeply involved with their work, especially with academic, teacher-led instruction and facilitation of student academic exploration.  Student know what is expected of them and are generally successful.  There is relatively little wasted time, confusion, or disruption.  The climate of the classroom is work- oriented but relaxed and pleasant.

10. Share your classroom behavior management plans with your table.

11.  How many rules did you have? LESS is BEST!  Do your rules help you accomplish behavior goals?  Are your rules visible?  Do you have consequences when rules are not followed?  Do consequences match misbehavior?  Do you overuse rewards for appropriate behavior?

12. Board Policy Discipline Procedures Corporal Punishment Dress Code Religion in the Curriculum Ethics Field Trips and Excursions Instructional Materials and Textbooks Staff Time Schedules Recognition of Religious Beliefs, Customs, and Holidays Fees

13.  The school staff will:  Notify students and parents of the discipline plan in writing and verbally during open- house, parent/teacher conferences each school year  Implement the plan by mid-September  Monitor the plan/evaluate each school year  Revise/update the plan yearly

14.  Inappropriate behaviors at Lincoln fall into 3 categories or levels of offenses.  Each level is addressed either by the classroom teacher or the school administration.  Level 1 and Level 2 behaviors handled by the teacher.  Level 3 behaviors handled by the administration.

15.  Prior to an Office Discipline Referral:  1. Parents and students must know teacher expectations and procedures.  2. Parents and students must know the classroom teacher’s discipline plans and procedures.  3.Teachers must document unacceptable behaviors and consequences imposed, trying several strategies/interventions to stop the inappropriate behavior. A parent contact must be made before an office referral is made.  4. All Level 3/Safe School Violations warrant an immediate office referral. A completed office referral form must accompany the student to the office.

16.  Behavioral Incentives  Each month, we will focus on one of the seven character education traits: August-Respect September-Responsibility January- Honest October- Self Discipline February- Fairness November- Perseverance March – Kindness April- Motivation

17. Weekly Planning http://www.primopdf.com

18. Grade level partnerships The Three-Step Approach to Teaching Classroom Procedures Explain: State, explain, model, and demonstrate the procedure. Rehearse: Rehearse and practice the procedure under your supervision. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

19. Define:  Direct Instruction: Teachers engaged  Activities: Learners engaged Lecture Time = 1 minute X age of student

20. Become familiar with:  The curriculum  Grade Level Expectations Tip: As students enter the room, have a Do Now assignment.

21. Plan Teach Assess Determin e Outcome s

22.  If you do not correct and remediate, learning gets worse and worse.  Learning must be crystal clear.

23.  Grading Scale  9 Week Grading period  Mid-Term Reports (Gradebook Plus) Algiers Charter Schools Association Grade Scale GradeScale Percent Range A4.093-100 B3.085-92 C2.075-84 D1.070-74 F0.00-69

24.  The test is a diagnostic tool which helps the teacher assess what the student has or has not learned.  The test is a corrective tool which indicates reteaching or evaluation of the test (number of items, aligned with lesson objectives, aligned with curriculum).

25. STOP Don’t use bonus point assignments to cover up for a poorly designed assessment.

26.  Two reasons to assign homework: ◦ Review & Deepen understanding ◦ Engage parents in learning Homework assignments should never be longer than the student’s grade level x 10 minutes.

27.  Substitute Teacher (Pages 28-31)  Student Behavior Form (Page 32)  Homework Tips (Page 33)  Parent Conferences (Pages 34-38)  Teaching & Assessment Strategies (Pages 39-41)  Exceptional Students (Pages 42-45)